HISTORY

or

INDIGENOUS EDUCATION

IN

THE PANJAB

SUiCE ANNEXATION AND IN 1882,

BT
G. W . lE IT N E E , 1L .D .,
DOCTOR OP O BtSN TA L LEABHIKO OF THE ONITKXSTrT OP THE P A K J A B ; OF THE MtDl>LB TEMPLE. B A B B tS T IB -
AT-ldkW ! LATB ON SPECIAL DTITT W IT H L ^ ^B EDUCATIO!* C O M X ISS lO if APPOINTRD BV
THE O O V SBH U EN t' OF IK D IA : FO B K B B LT P K 0FE B 80B OF ABABtC WITH
K U BAH M AO AII X.AW AT JCIXO’ S CO U .BOB, bOIfI>ON.

LANGUAGES DEPARTMENT PUNJAB,

NIEPA DC

D02624
 IRepproduced by
Director, Lan^uaages Department, Punjab,
Through
Deputy ControllCT, }Prrinting & Stationery Department
P^unnjab. Patiala.

Frirarst printed 18S3

Rlepprinted April, 1971
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t ,I n it-:

Printed at Offset Master Printers

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 Publisher’s jMote

It may look unprogressive to Ibrring out another reprint

o f a book which was first published as ffarr back as the later yeart
o f the nineteenth century. It is poosssible that lot o f further
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value. The idea behind the present vemtuire is lo make available
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scholars and research workers.

LAL S I W H
DirectOf
patiala Languages Department/
AprU, 1971 Punjtb.
 LIST' OF CONTENTS.
Paom
Tr'it'oductioH to a History of Jndigemuats Education in the Panjdb ^ince annexation,
ineludiny a Parliamentary Sejaort on i the Panjdb University movement . i to viii

HISTORY OP INDIGKMOUS EDUCATION IN THE PANJAB.

PREPACK AND S C M M A R Y ................................................................................................. 1 1„ 16
lucluding a
Classification of i indiqbnoits schools, pages 10 to 13
and
N otes on thb Cbnspus Hbtubns op 1881, pages 13 to 16.

P A R T I.
A. THE RELIGIOUS AND NATIONAL II'OUNDATIONS OF INDIGENOUS EDU-
C A T I O N ..................................................................................................................... 17 to 27
Includiding an account of the
luflueace of indigenous education on s sciiools in England (pages 20 and 21), and
quotations from Hindu, Sikh, and I Muhammadan sacred writings on feducation
(pages 23 to 26).

B.-V EEN AC U LAR INDIGENOUS EDUOATTION IN THE PANJAB - , . . 28 to 45

Includiting
1.— Sikh vebxaculab indxgehous s education (pages 28 to 37)
With an account of Sikh authoiors, of Sikh initiation, and of the Gurmukhi
Schoolol (pages 29 to 37).
II.— Ch ATSALAS : M aHAJANI And L aHN1>!$ ScHOOIS (fob XHB TBADING COMMtrNITT)
(pages 37 TO 45).

C.-QUASI-VEENACULAR INDIGENOUS ^EDUCATION IN THE PANJAB 46 to 51

Incladinpg an account oE
III.—QPAfll-VEENACU-tAB ScHOOLS (IJUbW AND HXNDl) (PAQES 46 TO 51).

D.-SEMI-CLASSICAL INDIGENOUS EDUCAATION IN THE PANJAB 52 to 65

Inciudingig an account of
IV.— Pebsian Schools
(Their text-books, schemes of stuaidy, &c.).

E.-CL.\SSICAL INDIGENOUS EDUCATION F IN THE P A N J A B ........................... 66 to 96

V.— K oban Schools (pages 66 to 72^).
(Including thechild’s contract withh the Deity; a letter from a Koran school
teacher complaining of official p^ersecution, &c.)

VI.— A babic Schools (pages 72 to 79v8>i

(Including an account of ^ e / Bchemme of studies at the Deoband School; the
list'Of Arabic books ufeiljn Iiloidigenous Schools; the curriculum vitae of a
Panjabi Maulvi, &6.), ,

VII.—Sanscbit teaching (pages 7 9 ''to’o 96). '

(Including an account of Sanscrit leiearning in the Panjab, of the educational
limits of castes, a list of Sanscritit books used in Indigenous Sohoolt!,.and ex­
tracts from Mr. Adam’s Report oion Sanscrit learning in Bengal in 1835, a
sketch of a model Indigenous Sanaiscrit Schooi, and of the educational career of
a Panjabi Pandit).

F .-- FEMALE INDIGENOUS EDUCATION 97 to 112

[ncluding an account of Panditani Ramabaiai and her brothor, of the existence of female
cdwcation in the Panjab prior to aunexixation, of the widow ve-marriage question in
the Panjab. the cause of its advocacy in cicertain castes, female life in the Province,
anfl the solution of the problem of awu^Me education by ouiployiug thli priests of the
 11

P aces
A’arious dcnomiiiatiojis in srhoois i’ur boj’s ami tlioHr wives as toacbors in fenutlo sohools
in )iousi‘liuUli>» Oi>ir.i(niA of various witnesses IbotWo tbo Eiiiicatiou Coinuiissiuu
ou tlkC s u b je c t of t'euiulu education).

G .—OPINIONS OF WITNESSES BEFORE THE EDUCCATfON COMMISSION ON THE

SUIWECT OF INDIGENOUS SCHOOLS IN THE VAXJAU. AND NOTES
THEREON ............................................... ................................................................... ll;{ to 111
H .— THE PAN JAB BEFORE AND ON AN N EXATI03N . . . . . . . U 5 to 2o2

(Including an account of the Indisenous Sehools- aand tJieir endowinenls bt-foio annexa­
tion compared with their present condition, tbiio resumption o f nnt-free tenures in
part or wnolo or after the death of iucuaibents att the time of antK*.vafi<in by the State
or by Jnghirdars, the value of the sterviee.s obf Missionaries, the manner in which
redress can be afibixled and indigenous education:! be revived, improved, and rendei’ed
permanent, at no cost to the State, and, indeed, tto its pecuniary advauln^c, ; also
an account of—
(а) Gurmukhi Schools Ix^fore annexation i on page 150.
(б) Arabic and Pei-sian scIiooIm before annnexatioii on page 151.
(r) Learned teachers of the present timoo on page 152,
(d ) Hakims on pi^e 152.
(e), ( / ) , ((f) Baids, Patshalas, Artists, onn page 153.
Remarks on learning generally in the Paanj^b before anne.xation on pages 153 to 155.
PANjiB Ad SUNISTBATIOK R b POBT FOB 1849-51, (ON POPUIAB EDUCATION . . . 155 to 157
A m BALA SBTTiBMENX R ePOBT FOB 1852 ............................................................................. 167 to 159
L c DHIAXA PITTO ................................................................. 1.51>
HirsniABFUB ditto ................................................................. is y
SlALKOT DITTO . ............................................................................. 16()
E stbac T fbom A omisisxbation R bpobt fob 11851 > 5 2 ...............................................161 to 165
D itto ditto ditto 11854i-56 and 1855*56 . . . . 165 to I6i»
D itto d it to d it t o 11856-57 and 1867-68 . . . . 169 <?>-, 170
T h e BBSTTUFrioN o f b e n t -f s ix i a s m ih clcd d in q TB08S BgioNaiKa to s ch o o ls ob
CONNBCTED WITH TBACHINO............................................................................................... 170 tO 174
T h e NoN-BEacxiATioN Law o r t h e PahjAb ja n d its e x ecu tion as beqabds bent-
FBEE ........................................................................................................................................... 174 to 180

INSTANCES OP RESUMED “ M U A F IS " BELONGIING TO MAULVIS, PANDITS AN D

B H AIS ............................................................................................... ......... 180 to 183
PB1NCIFI.E8 WHICH WEBB ACTED ON IN BESUMMNO BBNT-FBEE TENUBES . . . 183 to 187

(Inclading an account of “ Jaghirs aand Pensions” from the first Administra*

tion Report (1849-51), and showinug the prospect o f the annexed territory
Yielding a “ net profit, ” within fifteecn yean, of fifty lakhs per annum by the
lapses of Jaghira and Pensionss; also extract from Administration
Report for 1851-52 and 1852-53).

E s TBACT FBOM H cSHIABPUB SBTTISaiENT R eBFOBT FOB 1852 ..................................... 187 <&188
„ A hbala ditto DDITTO ..................................... 188 to 190
„ J alandhab ditto ddxtto ......................................190 to 193
„ Panjab A du in ibtbation R e e fo b t f o b 1856—58 . . . . 194
„ A meitsab Settlehent R efobbt fob 1860 ..................................... 195 to 199
„ L ahobe ditto iditto ...............................................199 & 200
„ F ebozepvb ditto iditto 1859 ................................................ 200
„ GttjbanwaiiA d itto id i t t o 1860 ................................................. 201 «fe 202

PART II.
CONTAINING THE DETAILS REGARDING EW ERY ASCERTAINED SCHOOL IN
THE VARIOUS DISTRICTS OF THE PPANJAB, THE NAMES OP LOCAL
SAVANS, &c

I .--T he D e l h i Di v i s i o n . . . . I to 16
(a) Delhi District (pages 1 to 10».
{b) Gurgaon District (pages 11 too 13>.
(c) JKamal „ ( „ 14 too 16).

I I . - i-T h e H is s a b Div is io n .................................. 17 to 26

(o) Hissar District (pages 17 toj 19).
(b) Rohtak „ ( 20 to >23).
(c; Su-sa „ ( „ 21toa26).
 Ill

P ages
III. T ue A sibaia D irisiox 27 to 38
(a) Anibala District (pngcs 227 to 31).
(h) -Lmlliiiina „ ( „ 322 to 37).
(c) Simla „ (page 38S).

IV '.— T h e J a l a x i >h a e D m s i o s . 39 to 51
(«) .raliindhar District (pagess 39 to 44).
{b) Iliishiarpur „ ( ,, 45 to 19).
(f) Kangra „ ( ,, >50 A 61).

V.— T h e AxtEiTs.i.R D i v i s i o n 52 to 71
(a) Amritsar District (pages to o9).
(h) Sialkot „ f ,, MC to 70),
(c) Gurdaspm- „ ( „ 7T1 to 74).

V I. T he J I c iT A X D iv is io n 75 to i)2
(a) Multan District (pages 775 to 78),
(b) jhang ( „ 7r9 to S t).
(c) JIuzaffargarh ,, ( „ 855 to 88).
id) Montgoiuery „ ( „ Bdd to 92),

V I I .— T h e L a h o r e D iv is io k , . . . . 93 to 133
(a) Lahore District (pages 931 to 119),
(6) Gujraiiwala „ ( „ 120) to 127).
(c) Fevozepur „ ( „ 128 <to 132),

V III— T he I?awal?ixi>i D iv isio n .............................. 133 to 164

(rt) RawalpindiDistrict (pages il3 3 to 113),
(b) Shahpur ( „ ] 144 to 150).
(c) Jhelum „ ( „ 1151 to l-oT).
(<7 ) Gujrat „ ( „ ] 158 to 104).

IX . — T h e P e s h a w a r D iv is io n 165 to 17tj
(a) Peshawai’ DiBtrict (no retiu’rrns).
(J) Kobat District (pages 165 1C6).
(c) Hazara „ ( „ 167 too 170).

X — T h e D e e a j a t D i v i s i o n .............................................................. 171 to 181

(«) Dera Gliazi Khan District (ppages 171 to 175).
(h) B annu „ ( „ 176 to 179).
(c) Dera Ismail Khan „ ( „ 180 <fc 181).

PxVRT III.
A .-O H N E R A L STATEMENT SHOWING THE NTXIMBER OP PUPILS IN INDIOfearoUS
SCHOOLS IN THE PANJAB, A« AL&SO THE NUMBER OP PERSONS
•‘ UNDER INSTRUCTION ACCORDING> TO THE CENSUS OP 1881 AND
THE NUMBER OF PUPILS IN GOVEERNMENT AND AIDED SCHOOLS
(SEE PAGES 14 TO 16 OF THE PREPA4CE TO THIS REPORT.) . . .
B . -STATEM EN T SHOWING T ilK X IBER OFF (a) MAKTABS AND MADRASAS,
(i) PATSHALAS, 80H001LS, (d) MAHAJANI SCHOOLS, AND
OP THEIR RESPECTIVE PUPILS ON SGOrn OCTOBER 1882 THROUGHOUT
THE P A N J A B ..................................... ........................................................................... ib.
C .-A GENERAL ABSTRACT OF THE INDIGENNOUS SCHOOLS IN THE PANJAB
ACCORDING TO DIVISIONS AN D-DISTM IICTS....................................................... 2 to 13

PARTnV.
CONTAINING NOTES ON PART II ^tiiueteen pages).
1. T h e S ik h s a n d t h e ib E d u c a t io n . ....................................................................... 1 to 4
(a) The Pahul . . . . . >(page 1).
(b) Obligation of every SiUh to readd , (page 1),
(c) Gurmukhi text-books . . , (page 2).
(</) Di,<cipline in Giiriniikhi schools ; . (page 2).
(r) Rcimineration of the teacher . (pug4j2).
>J) Account ofGuniiukhi education i by BK;ii Guniuikh Singh (page:; 2 to 4j.
 iV

FiOES
2. A x AccotTHT OF Ma B a j a m T kXT-I)OOK8 . .......................................................................... 4 to £>
(Iiicliiding extracts from Mr. A. P. IlowellU’s “ State of Education ia India
during 1866-<»7”).
Appendix to the Memoibs ob STATrsTics on indiobenotts EorcATioN in the Noexu- H t»> 1i
Westebn Puovinces, pbihted 1850.
4. Kouoh N otes and Proposai.s beoarding I ndioknnous S’cikioi.s. r.VBTLY based on i 11 tv 17
PBBPSAt OF THB ItEPOBTS FBOM THE N oBTH-WeSTCEBN PuOVINCES.
a. Condition o f indigenous education in Distbictts of thb NoKi;n-WESTEK3r Pbov- 17 A- 18
INCE3 BEFOBB THEIB INCOBFOBATION IN THB PaNJIAB.
f). TeBMS used in indigenous SCHOOI.S ............................................................................. ......... 18 vt 17

PAET W .
LIST OF MAULVIS, PANDITS, BHAIS, PANDH AS,, HAKIMS, BAIDS, AUTHORS.
AND POETS IN THE PANJAB, ARRANGED ACCCORDING TO DIVISIONS AND
D I S T R I C T S ..................................................................................................................................... 1 to 32

PRECIS OF, AND CONCLUSIONS PROM, THE RECCORDS OP THE PANJAB GOV-
ERNMENT, AND OP THE PANJAB EDUCATIONAL DEPARTMENT BEARING
ON THE SUBJECTS OP THE VILLAGE SCHCOOL CESS AND OF INDIGE-
NOT/S SCHOOLS . ................................................................................................................. lto52

CHAPTEIR A.
Prtvis of. and n«l«s on, the contents of the “ Extracts fromi the Reports of the Pan^^b Educa*
tiwjal Depdrtraont. and from the Reviews thereon by thhe GoTemment of the Panjrfb betweeu
the years 185G-57 and 1880-8L’’ (See Chapters C,D, 0and E ) ................................................. 1

CHAPTESR B.
C^eiitatons ie<m above, and statements r^arding the incoome and exMHditure from the V illas
Seiioa) Cess sin(« 1856-57, the statistics of indigenous s Schools, the misapplications from the
VfHage School Oess from 1856 to 1881, and the iptincipad items of expenditure in
1881-82 . .................................................................................................................................... 10

CHAPTEER C.
Introduction to the "Extracts " as above, consisting of a soammary of the Breaches of the Edoca-
tional Despatches of 1854 and 1859 of the Secretary coi State, and of an extract from th«
Proceedings of the Supreme Government forwarding t the Despatda of 1869, by the Fanjab
Educational D epartm ent................................................. 22

CHAPTJER D.
Official documents connected with the raising of theYillapige School C e u ....................................... 25

CHAPTJER E.
“ Extracts *’ (above alluded to) from the Panjab EducatioDnal Reports and from the “ Reviews ”
thereon by the Panjkb Government between 1856-577 and 1880-81 . . . .• 33 to 52

A P P E N roiC fiS .
Appendix I.— Appointment of an Educational Syndilicate for British Burma . . . 1 &2
A ppendix TI.— Special reports on (a) Hindu Indigennous Schools................................................. 1 to 7
(b) Sikh u „ . . . . . . 8 to 10
(c d) Muhammasidan Indigenous Schools . . 11 to 18
A ppendix III.— Papers connected with the origin of tHhe Itimad-ud-dowla Fund . . . 1 to 9
AppESihx IV.— List of 389 books in the Gurmukhi chharacters in the possession of Sirdar Atar
Singh of Bhadaur (For further liasts see Dr. Leitner’s pap6^submitted to
the Imperial Simla Text-book Commnittee in 1877) > < ' . • 6
Appendix V.— List of V bbnacui,ab Scientific B oooks pubushbd by thb Pj^ jab U nivbb-
SITT COLLBOB, OB USED BT CANDI'IDATES FOB THB DBOK^ STAJfPABDS IN
A eT8 ................................................. ' . i 1 t& 6
A ppendix V I.—E xwacts fbom Panjab Administibation and E ducational Depabtmbnt _
RePOB TS BEABINO ON INDIGENOUS J AN D GOVEBNMENT VILLAQB^SBHOOIS . 1 to 25
Appendix V II.— Survey of Malyijapi, Laiid^, Sarafi amid other commercial characters in various
parts of the Paujtfb, the North-West: 5 Proyiaoesaad-Siud^ainety-three pages).
(rt) Introductory 23 pages.
(i>) Part A 34 „ > Se«e special “ List of Coutonta” prefixed to Appendix VII.
U-) Part B 36 3
 INTPaODUCTION
TO

A- HISTORY OF INDIGENOUJS EDUCATION IN THE PANJAB

SINCE AiNNEXATION.

I AM al)Out to relate—I hope witthout extenuation or malice—tlie history of

the contact of a form of EurojHiani with one of Asiatic civilisation; how, in
spite of the best intentions, the mostt public-spirited olTicers, and a goneroiis
Government that had the benefit off the traditions of other provinces, t!ie true
education of the'Pan jab was crippleed, checked, and is nearly destroyed; how
opportunities for its healthy revival rand development wore eitlier neglected oi*
perverted ; and how, far beyond the bilame attaching to individuals, our system
stands convicted of worse than ofliciall failure. Whctlicr it is possil)le to rouse
to renewed exertion, on behalf of its lown education, the most loyal population
that has ever been disappointed, is a qquestion which the following pages ill
only partially attempt to answer. Bluch will, of course, depend on the wise
adaptation of the noble principle just pi>ropounded—of “ local self-government”—
to a department of the Administratidon,—that of education,—in wliieli, al)ov(j
all others, it can be introduced witbh perfect safety and the greatest political
advantage.
B/espect for learning has always? been the redeeming feature of “ the
East. ” To this the Panjab has formeod no exception. Torn by invasion and
civil war, it ever preserved and addedd to educational endowments. The most
unscrupulous chief, the avaricious lanoney-lcndcr, and even the freebooter,
vied with the small land,owner in maiking peace with his conscience by found­
ing schools and rewarding the learned. There was not a mosque, a temple, a
dharmsdla that had not a school attaached to it, to wliich the youth flocked
chiefly for religious education. Theree were few wealthy men who did not
entertain a Maidvi, Pdndit, or Guru to t teach their sons, and along with them
the sons of friends and dependents. There were also thousands of secular
schools, frequented alike by Muhammaddans, Hindus and Sikhs, in which Persian
or Lund^ was taught. There were hunndreds of learned men who gratuitously
tetught their co-religionists, and somettimes all-comers, for the sake of God—
“ liUah.’* There was not a single villa-g^er who did not take a pride in devoting
a portion of his produce to a respected! teacher. In respectable Muhammadan
families husbands taught their wives, tand these their children; nor did the
Sikhs prove in that respect to be unworthy of their appellation of learners
and disciples.” In short, the lowest computation gives us 330,000 pupils
(against little more than 190,000 at jpresent) in the schools of the varioi^
denominatidna who were acquainted witlh reading, writing, and some method
of computation; whilst thousands of tlhem belonged to Arabic and Sanskrit
colleges, in which Oriental literature sand systems of Oriental Law, Logic,
Philosophy, and Medicine were taughtt to the highest standards. Tens of
thousands also acquired a proficiency in j Persian, which is now rarely reached
in Government and aided schools or colleges. Through all schools there
breathed a spirit of devotion to e4ucatiom for its own sake and for its influence
on the character and on reli^ous cultuure; whilst even the sons of Banyas
who merely leamt what they absolutely rrequired in order to gain a livelihood
looked with respect, amounting to adorration, on their humble P^ndhaR, whc
had taught them the elements of two “ rVs.”
W e have changed all this. The anneexation disturbed the minds of believers
in Providence, and all that was respectakble kept, as much as possible, aloof
from the invader,—just as the best 'ESnglishman would not be the first tc
seek the favour of a foreign conqueror. At the same time, the single-minded-
ness of the first English officials in the F?anjdb, and the religious earnestness
 ( ii )l
which'they showed, reconcilcd tlic peoploc to foreign rule; and the miitiny of
1857 foand the Province still possessed cof sufTieient national life to aid us
effectually in the struggle for self-preservatiion. Unconsciously no doubt, as we
felt safer, we began to think less of the; prejudices of the people, and the
energies of our best officers were devoted to the introduction 0]i a virgin field
of refovms of doubtful success in Europe, whicli wasted tlicir time but gave
them a reputation, rather than to the naitural development of what elements
of progress already existed in indigenoms civilisation. Those olUccrs were
surrounded by ambitious and needy adwenturers, many from the North-
Western Provinces, whose knowledge of P^erso-Urdu, which tliey shared with
us, was the key to the mysteries of govermment and to the exploitation of the
Province, just as a smattering of English iis a coveted possession of the class,
eager for place and political power, hiclh we have created out of the I'ejected
members of chiefly the middle and lowver castes. Urdu, therefore, became
synonymous with education; and on its suipply failing, and intellectual dark­
ness in the meanwhile creeping over thee Province, in consequence greatly of
the resumption of rent-free grants, we beg^san to cast about for means to provide
ourselves with cheap subordinate agents im the various branches of the admini­
stration. No doubt, higher motives alsoo led to the establishment of an
Educational Department ; but its princijpal characteristics will not be fully
understood unless the above circumstancess are borne in mind.
Now, although Persian had been taught for ag.es in the Panjab to a large
number of pupils, and was exerting a nattural and beneficial influence on tlieir
various vernaculars along with Arabic amd Sanskrit, Urdu was a subject of-
study rather for Europeans than Natives, to whom it was said to come inci­
dentally through Persian. The substituticon, therefore, of Urdu for Persian was
looked upon as a limitation of education, aand led to its disuse as the spoken and
wiitten language of gentlemen. Howeveer, Urdu and, subsequently, English
were welcomed as an avenue and claim to >employment under Government by the
more needy in the community and by thosse who wished to ingratiate themselves
with the authorities. Thus, education waas first degraded by us from an object
of mental and moral culture to a meanss for purely worldly ambition. The
religious basis of education was similaarly undermined; for, looking upon
Mauivis, Pandits, and Gurus as possible keaders of dissaffection, we treated them
and their learning with suspicion.
Instead of identifying them with ourr interests, everything in their litera­
ture which appeared ridiculous to our lhasty examination was held up to tacit
jscom,—a course which was calculated to 'destroy the sense of reverence among
their co-religionists. Tlie cultivation of ithe sacred classical languages, without
which the vernaculars cannot be develop«ed, became more and more restricted
to the practising priestly classes, whosse influence for good was not utilised
by a wise Government. They accordinggly withdrew into the background, in
consequence of which many of the classiocal colleges or private schools, conducted
“ for the sake of God,” died out, just as ^the practical deprecation of Persian for
the sake of Urdu led to the cessation o f numerous institutions in which “ the
language of gentlemen ” was taught. Siimilarly, our primary schools injured the
Mahajani schools, with which they aare now being incorporated, although
many of. the latter still survive, and, aalong with the Lund^ character, teach a
system of mental arithmetic which is ;as invigorating to the mind of a trades­
man’s boy as it is practically useful to hiim. Gurus still continue to teach the
sacred Granth to thousands of Sikh Iboys in the character which commits to
writing the words which came from the mouth of the founder of their reljgion,
in “ Gurmukhi ” ; but then, as now, thee alphabet and the language—Panjdbl—
which it renders were considered to b^ barbarous, and were not used by us for
purposes of elementary secular instructiion.
Still, the influence of old associattions and of the striking inventions of
modern times, combined with the preestige of the ruling race, rendered the
people susceptible to any form of ediucation that Government might wish to
foster; and when the Educational Cesss was first levied for the avowed purpose
of establishing schools in the contrilbuting localities as far as possible, great
expectations were raised. These were not fulfilled, to the astonishment and
scarcely disguised indignation of the rural population. Nor should the name
 ( ui )
of “ Educational Cess” mislead us. It was origiaaliy the Village School
Cess, ” as admittedly imported from Itlie North-^'i^sterji Provinces. Whatever
their OAvn tyrants had done, they hadl not come with the words of progress
and enlightenment to take the moneey out of their pocket for their education,
and then appropriate it to somethimg else iDt 1857 there was a balance
of Rl,14,5t)2 from the Educationall Cessj wHilst only 6,23,472 had been
expended on village schools. In a- village on the frontier a school was
demanded in return for the cess, amd on its iefusal an outbreak took place,
wiiioh had to be suppressed by the tdespaich of troops. My own appeal to
start schools by subscription in back? ward districts was everywhere met with
the rejoinder tliat the Government haad laised a fund for a school and had
not given them one. The resumptiom of grants of rent-free lands was an act
of which Muhammadaik bigotry migjht have been guilty as regards Hindu
endowments; but the faflh of the agric3ultural population in the general honesty
of the alien Government was strong when it received its first blow on the
money raised for educatii*h being devotted to they knew not what. This faith
will not be restored unless some equiivalent for that money is devoted to the
objects for which it was i^ised. 1
As regards the trading classes, the more ambitious of them gladly availed
themselves of the Government systeim of education, which promised them
elevation in ‘ social rank, or rather gavve them the opportunity, in the event
of being employed in the public servicce, of exercising power over those higher
castes that had hitherto despised them. The moral and educational obligations
are not so great on the “ lower ” as they;" are on the “ higher ” castes of Hindus;
but the temptation to become practiically a higher caste through official
preferment, by means of falling in witHi the Government system of education,
was too strong to be resisted. The opportunity also of dispossessing the
Muhammadans from the teacheif’s sesat, which they held throughout the
province, was too good to be neglecteed. Thus, the less respectable or less
conservative of these classes hailed the atdvent of IJrdu along with all the official
loaves and fishes which it brought, in thie hope that even this weakened agency
of Muhammadan influence would also eventually disappear. When English
became one of the main avenues to hiigher employment, the most ambitious
members of these classes still more reaadily availed themselves of it as the
e$,siest means for acquiring political pcower and for taking the place'of the
^3rahmans as the intellectual leaders of tthe people. Thus, after the subversion
of the religious principle, by the elimiination of the priestly classes from our
educational councils, was introduced a soocial bouleverftement^ in which neither
birth nor traditional rank, nor the repiutation of piety, liberality, oi courage,
seemed to weigh with Government—the JNative’s Providence on earth—against
the apparently more practical usefulnesss of the supple parvenm who began
to monopolise official favour.
The rank and file, however, of the trrading classes went on, much as before,
satisfied with such education as their Pdmdhas could give to their sons, but also
largely attending Government and Missiomary schools. These Pandhas chiefly
taught mental arithmetic, the multiplicattion table, and a kind of short-hand of
Nttgri, called "Lund^” or “ Land^** ./fhich means “ tailless,” because that
character is deprived of unnecessary flourrishes and is generally written without
vowels. It is alleged that the Lundd of eeach district, if not of each city or
larger cluster of villages, differs from thatt of another. Perhaps a more careful
investigation will show that, substantiality, all the various forms of commercial
writing, whether called “ Lund6,” “ Land^S,” “ Sarafi,” “ Mahajani,*’ &c., are the
same; that they are all modifications of M^gri, which they endeavour to render
more tachygraphic in emulation of the quiick Persian writing; and that they
offered a means of primary education bjy the adoption of the salient features
common to all these handwritings, which w e have neglectcd. Certainly, wjlien
it is remembered that these Pandhas wcreialso called Gurus, we must adiitit that
the Sikhs made a wiser use of tlie vulgar (characters by developing them ^ to
“ Gurmukhi, ” the characters in which tthe sacred Granth has now colloic^ed
the words which fell from the “ mouth ojf the Gum ” = Gurmukhi—a con­
jecture which may account for the spre?ad of that character in the Pan|4Jti.
Guru Nanak did not write himself; his distviples (Sikhs) preserved his sayinisfs;
 ( iv ' )

orally, but Bhai Bala commuaicat<?d tlhcm to tlie sccond Guru Ani;at, who
wrote thoiu down in the Laiide charactejr, in which he also recorded his own
precepts. It was lie who then iuvenited the GiirniukUi character; but he
committed nothing to writing in it, exctept the history of Guru Naiiak, a large
volume. The thiid Guru, Amar Das, also r(?corded his sayings in Lande, an
example which was followed by the t'omrth Guru. The books of both are at
Goindwal near Amritsar. It was onl^ the fifth Guru, Arjan, in whose time
all the sayings and records of tlie prfev''i9us four Gurus and his own wcne
collected into the Adi Gmnth” and written in Gurnuikhi (whicli had by that
time become widely used) above the i sigiiiature of Bhai Gurdas -—a Granth
which still exists at Kartarpur in the hious^ of Guru Sadhu Singh. ,
It was with the oppressed and des^isetl trading community that we souglii,
and obtained some popularity. To tlliiem we came indeed as social saviours.
They were lightly taxed, though of tlninr -taxation next to nothing was even
attempted to be devoted to their trai^itional education. The Kamiana tax,
a portion of which was to be given ido schools for the manufacturing classes,
was no sooner imposed than it was albando^ned for taxe^ like the license tax,
no portion of which has ever been jgiveii. to education.!\ But the trading and
manufacturing classes largely hrailed themseives of the schools provided out
of general taxation or the cesses of the agHcultural community, to which a
stone was given when they demandeed bread'; anjct, finally, a state of things
has been reached when nine-tenths of those who beneiit by middle and higlier
education belong to those noiivelles souch.es 'soniales from which, with the dis­
appearance of the influence of the aristocracy and of the priesthood, those
grave disorders may be expected in Imdia as in Europe.
Turning now to the landed gemtry, the petty Chiefs, and the Raises
generally, their gi*eater wealth amd family pride enabled them either
to dispense with education for their scons, or else to provide private tutors for
them. They had been disappointedl by tlie new order of tilings; but their
confidence in Government was still mnshaken, and they were not disinclined
to have their children taught iin Government schools, provided their
rank received due deference. With ithis view, for instance, they asked Loitl
Caiming for a college at Lahore, iintending it to be reserved for their sons.
A higher department was accordingljy created in connection with the Lahore
District School, in which, as in the3 older Universities of England, the distinc­
tion between patricians and others was kept np. Some of them passed the
Entrance Examination of the Calcuttta University; and the Government College,
Lahore, was at last established (1^864) ; but the distinction between noble­
men and commoners was abolished, ithe Raises fully recognising the truth of
the official suggestion that learning should know no difference of bh-th, but
at the same time withdrawing, to a great extent, their children from contact
with plebeians. Thus, the opportiunity was also lost with the aristocracy of
identifying its younger generation with the new civilisation, and of providing
the people in future with enlightcened leaders, whose interest and smallness of
number made them completely ameenable to guidance by the State.
The above was the condition. of things which I found on my arrival at
Lahore in November 1861. With 1the exception of the trading and manufactur­
ing classes, the educated membei’s ifrom which were no source of strength to
the Government, nor had yet betrrayed symptoms of becoming one of mischief,
I found all that was respectable in the country either alienated or disappointed.
A Parliamentaiy Report, quoted fmrther on, describes a state of affairs which
was partly remedied afterwards, but which has now given way to, I fear, the
hopeless disillusion of all whose smpport is necessary to. true progress and the
stability of an enlightened adminisstration. Sometimes with the best intentions,
at other times from motives of seelf-preservation, the Educational Department,
from which the despatch of 18541 expects an alacrity, not common to human
nature, for self-effacement, misiinterpreted, ridiculed, opposed, delayed, and
crushed almost every effort at nattional government in matters of education, and
almost every aspiration of the peopile that was not compatible with its ascendancy
and prestige. Nor has that departiment, like other departments, been a handmaid
to the State; but it has acted ;as if education were something apart from the
general administi'ation, and not unerely one of many agencies for strengthening
 ( V )

the hold o{ an enlightened and pi\ogressiive Government upon the people, and for
ideiitiiying their inter(?sts in one eomincon devotion to the welfare of the State.
On tlie contrary, it has sown dragon’s t(ceth, which are springing up in a liarvest
of disiiHection/ destructive alike of tine ancient civilisaijiion of the country,
of the possibility of any genuine, hecausse gradual, developinent from within and
of the natural adaptation of all that miay be suited to India in a foreign civili­
sation.
Icfiin ot more fitly conclude this^ “ introductionthan hy quoting some
extracts from the Parliamentary lleportt. (1874, C. 1072—II, Part III) to which
I have already referred, at the risk of heing accused of vanity and of intro­
ducing matter the relevancy of whiclh may not he at once perceived l)y the
ordinary reader. The im])ortanee, however, of the provincial interests at
stake, and the necessity of descrilung the revival of the educational spirit of
enterprise in the Panjah, now threatenecd by collapse, unless its official obstacle
is removed, should place one above alll personal considerations, among which
the desire of praise or the fear of bilame for redundancy are, indeed, of
small moment—
“ In 1864 the Panjdb Government coffered the Principalship of the Lahore
Government College (just founded) fovr public competition. Dr. Leitner ap­
plied for and obtained the app«f>intmemt. He reached Lahore in Noveml)ei’
1864*, and there found a state of thiings which he at once set himself to
remedy. He describes tlie Government *educational system as having little real
hold on the people, who in sullen sileence felt themselves to be disregarcted,
and their ancient civilisation despised.. There was, inde'ed, we are told, a
system of so-called English education,, consisting chiefly of instruction in
mathematics and random or fragmentairy selections of more or less known
authors. One of the courses contained poortions of Dr. Dixon’s *Life of Bacon, ’
Prescott’s ‘ Essay.on Chateaubriand’s lEssay on Milton,* Campbell’s ‘ PJie-
toric, ’ and Roger’s ‘ Italy, ’ as a curricullum of English literature for advanced
students; whilst in mental philosophy, iAbercrombie; in history, a few notices
of the history of the Jews, and of Rom e, or Qi'eece, were deemed sufficient.
As regards the- elementary schools, we leearn from Dr. Leitner that some of the
maps in use actually made the Sahara rmn through Spain, an error the peculiar
character of which would seem to indiicate that, these maps may have been
inaccurate reproductions of informatiom originally derived from a Moorish or
Saracenic source.
The educational despatch issued Tby the India Office in 1854 furnished
the basis for Dr. Leitnei's operationis. Its main principle was *to pave
the way for the abolition of the Govermment schools by means of voluntary
organisation,’ but its provisions, such ms, for instance, the grant-in-aid rules,
were imperfectly known or understood! by the natives, and decisive steps
to carry it out were still to be taken.
“ Dr. Leitner began by endeavouring^ to arouse a spirit of self-reliance among
the natives, especially among their naitui’al leaders—the chiefs, the priests,
a n d the wealthier merchants. He foumded an association, the ‘ Anjuman-i-
Panjab,* for the diffusion of useful Isnowledge, the discussion of subjects
possessing literary and scientific interestt, and for the free expression of native
opinion on questions of social and polittical reform. The association flourish­
ed and spread through the province. It opened a ‘ Tree Public Library’
and free ‘ Reading-Room,’ and popular llectures and recitations of native poets
were ere long added to its other attraetioms. It has taken a leading part in the
discussion of matters of social, provincial, and imperial importance.
“ Two moveixients inaugurated by the i society call, however, for more especial
notice; One of its native members, an eiminent Sanslvrit scholar, Pandit Radha
Kishn, the President of the Sanskrit seection of the society in its literary
department, addressed a letter to Govermment, suggesting that steps should be
taken’for the preservation and cataloguing; of Sanskrit manuscripts—a movement
trbich is now being carried out all ower India. He received a letter of
acknowledgment from His Royal Highncsss the Prince of Wales, then Presi­
dent of the London Sanskrit Text Societty, and Patron of the ‘ Anjuman ’—a
gracious act, which not only stimulated tthe labours of the society, but gave a
 ( Vi )
cojisiderable impetus to the second movement referred to, viz.^ the ‘ Oriental
movement,’ whose importance in affecting the whole course of the Indian
system of education must necessarily be great. Its distinguishing features are
described as foUows :—
“ 1 , The foundation o f a National University in the JPanjdb,—implying the
development of self-government among the natives in all matters connected
with their own education. The first sttep towards this end was to associate
with the oflGLcers of Government in tliie control of popular education the
donors by whose contributions the proposed University was to be founded,
together with the learned men among tine natives of the province.
“ 2. The revival o f the study o f the Classical Languages o f India^ viz.^—
Arabic for the Muhammadans, and Sansikrit for the Hindus ; thus shoTving the
respect felt by enlightened Europeans f(or wiiat natives of India consider their
highest and most sacred literature, witlhout a knowledge of which it was felt
that no real hold upon their mind can' erver be obtained by a reformer.
“ 3. The bringing JSuro^ean sciemse and education generally within the
reach o f the This was to be dome by developiiig the vernaculars of India
through their natural sources—the Airabic, Sanskrit, and Persian,—and by
translating works of interest or scientific value into those vernaculars.
k. The elevation o f the standard *of English education to the level o f the
reforms which are ever heing carried outt in Europe^ and by studying languages^
history, philosophyi and y law on the *oomparative method,* as adapted to the
mental disposition o f Muhammadans amd Hindus respectively.—The University
was to be not oidy an examining bo(fly, but also a teaching body, differing in
this respect from ^ e other three Indian. Universities, those of Calcutta, Bombay,
and Madras, whj^h merely examine. Et was also to be a centre of discussion on
all subjects affecting education, and, fimally, a matter of peculiar interest to us
in Europe, it was to be an academy tfor the cultivation of archaeological and
philological investigations, and for giving a helping haud to European Orientalists,
whose enquiries it would adv^ince byr researclies on t ^ spot, whilst it would
itself benefit by popularising Europ^ni Oriental learning, and bring its critical
method to bear on the literiE^ labt»ars <of native savdn^ {vide Panjdb University
College Papers and Statute/,
“ The scheme thus conceived emlisted warm native support, and most
liberal contributions poured in^ Sir Donald Maci«od, the Governor of the
Province, gave his approval to the miovement, and under his auspices a com­
mittee of European supporters issued iin its favour a manifesto. It was opposed,
however, by the Educational Departtment and by the Calcutta University,
although one of its Vice-Chancellors}, Mr. Seton-.ftarr, generously declared
that, in his bpi^on, the time for the formation of a fourth University for
Upper India had ^arrived. A long controversy ep%ued. Its progress may be
traced in the files of the Indian newspapers, a reference to them will
show the active part which Dr. L^eitner took ^ r e in . A portion of the
general Panjdb scheme, viz., the movement in" support of vernacular
literature, was at length adopted in tlhe North-Western Provinces, and eventu-
ally the Calcutta University was in(fluced to make substantial concessions to
the popular requirements and in favour of Oriental learning.
“ Early in 1870 a *University (College * was established at Lahnre, and
the Government Colleges of Lahore amd Delhi, the Medical Scheols (English and
vernacular), an Oriental College, laiw classes and apparently a school in artr
and industry, were affiliated to it Prospectup).
“ On the recommendation of tthe Panjdb Government the Oovernment
of India, in its order No. 9, dat<ed 10»th June ISw, sanctioned the totmdation of
the University College, it being staited at the tame that the name oi ‘ College *
had been added to tlmt of *Universltty,' in order to mark that this arr^iigeiiieiit
was temporary, and that as soon as tthe University College created a kiverniim *
berof students and candidates for esaminations than 1m existed the
full rights of a University would be conceded to it.
“ Meanwhile it is interesting to o>bserve that the Lahore Government CoBege,
which began in 1861 with four studlents, counted in 1872 over 60 ttn^ergra^
duutes in attendance, a proof that tthe impetus given to Oriental educat|(tt
 ( TU )

not diminished the demand for Engflish. The men who have lo^i the Lahore
College arc said to be among the most successful of native ojScials, employes,
or. private practitioners, and seem, as Lord Northbrook is reported to have
said when on a visit to that institutiion, fully to realise their duties to their
fellow-countrymcji.
“ Two Universities, as may have been gathered from what has been already
said, influence education in the Panjaib.
“ Under these Univei’sities are, liirst, District, i- c., * Zillah Schools,* wliicL
prepare for the Entrance Examinatiom of the Calcutta University in English,
and in English and the vernacular for the Panjab University College. There
are also mission schools, normal schools, adult schools, and private students
preparing for the ‘ Entrance Examiination.’ Below the ‘ zillali’ schools,
which are subdivided into higher, midldle, and lower, and are chiefly Anglo-
Vernacular, are a number of town and village schools, where Persian,
geography, the vernaculars, and tine 3 r’s. are taught. There are also
special schools, such as the Medical College of Lahore, the normal schools
for teachers, &c., at Rawalpindi, Laihore, and Amritsar; and, finally, there
is a v>a8t number o f indigenous reV.igious schools Jor Muhammadans and
Hindus. These indigenous schools aire almost entirely conducted by priests,
some of whom are believed to be profomnd Oriental scholars; but the studies in
these schools are chiefly confined to ifche grammar and religious literature of
the two classical languages of India, Arabic and Sanskrit. In some of
them also Persian, caligraphy, and a peculiar commercial cyphering are
taught. The arrangements for discipline, regular attendance, &c.,’ are very
defective, but these schools being nmmerous and popular cannot be ignored
in any popular system o f public inmiruction ^vide Dr. Leitner’s report as
Inspector of the Efi,walpindi Circle, and the amusing photograph of the rod
in vogue in such schools, exhibited by- the Indian Government). According
to the grant-in-aid rules of the Indian Qovcrnment, they appear to be entitled
to a grant from Oovernment, not exceeding half their annual expenditure, so
long as they teach secular subjects in la satisfactory manner. Practically, the
Chnstian missionary schools have lutheirto been the only semi-religious schools
that have received grants-in-aid from Government, and there seems to be no
doubt that India is indebted to the missionaries for much of her education,
and for the formation of a higher standaird of practical morality.
“ In order to familiarise the native priests, who, to a great extent, constitute
the learned classes, with the results of European criticism. Dr. Leitner assisted
in founding a critical Arabic journal for the Maulvis, and a Sanskrit journal
(both weekly) for the Pandits. He also wrote ihe Sinin-ul-Islam^ a book
of which Part I has appeared, containung *the History of' Muhammadanism
and its Literature, and their Place im Universal History.’ It was written
for the use of the Maulvis, and its objecit is to familiarise them with the idea
that their learning did not, as they hawe fondly supposed, stand alone in the
world, but that it borrowed from Western sources, just as, on the other hand,
the European schools of the middle lages avsdled themselves of the iaboiffS
of the Arabs.
**In all the schools, whether indigemous or ‘ aided,’ the teachers naturally
vai7 in status and attainments. Generallly it may be said that in the private
‘ aided,' as well as in the Govemmentsckoolsof the middle and higher classes
where English is taught, the teachers are well or fairly qualified; a few gra­
duates o f European Universities being ifound among them. Above the head­
masters of the upper dfstrict schools aure the four Inspectors of the Umballa,
Lahore, Rawalpindi, and Multan Circles, and the Professors and Principals
(rf the Government Colleges of Lahore antd Delhi. These officers are ‘ ^rad^,*
i, they have a. vestw intereBt in proomotion to higher pay juad position ao»
eording to 8eniori|}y and services; they are all graduates of JBuropean Univer­
sities. Director of Public Instraotiom imder whom tibey are placed has
hitherto been a miUtaiy man a meimbw of the Indian Oivil Service {vide
Bmjdb Ediioatbiuyi Eeports).
** Much as our Indiati system of educmtion has, in spite of its imperfcctionB,
undoubtedly done, it cannot bo s i^ to baye given culture, one of the high*
marks of ‘ education/
 ( wiiiii )
Native ele^ncc and refinement,, wlierever they still linger, are eridently
oP Persian origin ; thorongli mental ddiscipline and scholarly habits exist
with Piindits and Maulvis, whilst a smiatittcring of various branches-of ‘ instruc­
tion,’ to be more or less offensively pparaded, is what we have given to the
natives with our so-called English edmcsation. That this is not an overcharged
statement will appear upon reference too the official ‘ Hemarks’ published by
order of the Lieutenant-Governor of ItlUie Panjab (Proceedings, No. 606, dated
18th February 1873)—
“ ‘ Neither the English language inaor literature is taught upon any scientific
or intelligent system, and tlie suecesis ( of English education, as a consequence,
has not hitherto T)een marked in the PPanjab. Nor has the system which pro­
duces few scholars been more succejssfeful in producing gentlemen. ' The Lieu-
tenat-Govemor desires that the depjarlrtment take especial care that the good
manners natural to Oriental youth are inaot lost at school. This matter has hither­
to been neglected. If the result of sc3ndding boys of good family' to school is, as
is now often the case, that they returm : pert, conceited, and studiously rude and
familiar,-it is no wonder that parents ddesire to educate their clnIdren at home.
English education is not a desirable tlhiiing if it only signifies sufficient acquaint­
ance with the English language to w rite and speak ungrammatically, suffi­
cient acquaintance with English litejra'atnre to be shallow, and with English
history to be insolent. English eduosatition i» to be penetrated with the spirit
of the great English authors; to imihbibe some .portion of their strength and
beauty, and nobility and gentleness, fannd wisdom, to mould the life and charac­
ter upon the models they have fumisahaed. This is the standard of education to
which the department must endeavouur r to rise.*
**True learning and taste among tithe natives of. India still Oriental, not
English. The elaborate manuscripts^, vwhether written in tra<)ing, on paper, on
leather, l>ark of the birch tree, cs^nvais, ^or wood, by the hand or the toe, show
an attention to detail and finish wHiidch cannot be too highly rated. The illu­
minated jpagesof manuscripts, writtcena 1,000 years ago, are fresher than, any
combination of colours in English shcowvr-books; the pictures, in spite of a want
of knowledge of perspective, very ofttenn seize the salient characteristics of a per­
son, action, or scene, more vividly^ aand minutely than the dark reflection of
the photograph, or the conventional! ddrawing-room painting. A happy combi­
nation of Western with Eastern ideeaas, as shown in the Panjdb movement, and
for which I)r. Leitner has so eamesttlyy contended, may be accepted as a whole­
some r a tio n against an unreasomihng condemnation of everything Oriental.
Each, surely, may learn from the otlheEr. The subtle Eastern wit may quicken,
while in turn it is steadied by thes nmatter-of-fact touch of the European; and
something of its minute thoroughnesss s be turned to profitable account as a cor­
rective of superficiality and of humided generalisation. The one will no longer
consider that h« has everything t® i teach and nothing to leam, nor will the
other hold aloof, in sullen and appreehQensive silence, as he sees one landmark
after another of his ancient civilisaitidon inconsiderately swept away. Each wiU
take an enlarged view of things. ^The character of each will be raised and
strengthened.
“ The care which natives take oM their manuscripts, the ceremonious way
with which they treat their sacred wnritings, and the costly layers of wrappers in
wliich they are embosomed, are rennnnants of a reverence with which the spread
of printing is everywhere calculateed t to interfere. Yet in Tibetan printing from
wood blocks, probably far more arKcieient than the era of its appearance in Europe,
the leaves are preserved with a reli^idous care hich might well be commended
to tlie attention of European stmddents. And whatever the value, of Central
Asian geographies in the Turki lanigi^uage, or of the Tibetan astronomical tables,
or of otlier historical, ethical, and ipooetical works may be as educational models,
they can. scaroely fail to arrest the; atittention and enlist the sympathy of every
intelligent and unprejudiced educaitoor.”
 h i s t o :r y
OF

INDIGENOUS EDUCATION IN THE PMMJAB SINCE ANNEXATION.

PREFACE AND SUCJMJifARY.

I FEAR that my account of the decline (of indigenous education in the

Panjab may offend some prejudices andd «oppose some interests. I have to
appeal to rulers to put themselves in the possittion of the ruled, if they wish to
under stand them, and to criticise a Departmecntt to which I am attached hy a long
career and several friendships. The task thaat has been imposed on me involves
the sacrifice of considerations which few caam ignore, even in the greatest of
causes. Yet if it is to be discharged, howe'evejr imperfectly, both the writer
of these pages and their reader must endeavvcrar to divest themselves of every
preconception. Indeed, the man has so oft(tem described the struggle with the
lion, that it would be Avell to sketch a picturee which the lion might have drawn
had he been a painter, in other words, to coomsider the effect of our system of
education on indigenous civilization from i csombined European and Native
standpoints.
The Panjab is classic ground. Not merereljy the celebrated country between
the Sutlej and the Jumna,, but also the wirhcole province teems with noble
recollections. The histoiy of its culture will 1 ttell us of a simple worship which
long withstood the superstitions of the priestSts and warriors whom it had itself
sent to conquer tlie South; of an ardent r(re]publicanism alhed to the most
chivalrous devotion to chiefs; of a capacity foor self-government not equalled
elsewhere; and, above all, of the universal! irespect for learning and of the
general spread of education. The priest was aa jprofessor and poet, and in several
tribes, castes and classes, as will be showm further on, education was a
religious, social or professional duty.
As the wanderer through villages or i umfitequented suburbs of towns,
remote from the visits of Europeans, passess mnpewjeived along the deserted
streets or lanes, after the oil-lamp has been lilit in the Native household, he will
hear snatches of songs or fragments of poemnss telling of departed grandeur,
of duty to the Deity, of the fear of God vwlhich overcomes the fear of man.
Love, which has ever inspired poetry in all agges and countries, will be celebrat­
ed in chaste and tender strains, except where } tlhe influence of Urdu has colored
the description of that passion. Here a minastircl will praise Ranjit Singh or
recount the glories of the “ Dharm R a j” wJrhten God’s law alone was King.
There a boy will chant a chapter from the KKo)ran or a “ sweet-voiced reader
recite portions of the “ Ramayana.” Elsewhheire, the sound of some saying
of a Sikh sage or of the vei*ses of a favorite ] Panjabi poet, unknown to print,
but living in the mouths of the people, will sttrike the attentive ear. Indeed,
the taste for poetry, ch i^ y Panjabi, Persian, i amd now Urdu, is still the native
resource for a prosaic litb. Few are the shopps,, houses or even huts in which
there are not periodical gatherings^ though thheiir recurn^nce is rarer than before
annexation, to hear readings or recitations fjfro)m religious books; many there
still are who have committed portions of thee Mahabharata ” to memory in
polyglot versions ; in the humblest households wiill often be heard those charm­
ingly compiled stories of prophets and sainhtsi which have been written for
the use of girls; the diiest grammatical onr philosophical disquisition \Aill
 ( 2 )

collect and keep an audience in the Village Halil or shop whoso owner wishes
to become a public benefactor, and even the friivolities of the Iloli are sobered
at numerous places, as, for instance at Amritsair, by tlie concourse of Pandits
to discuss some subtle point in the Vedainta and of “ Mastersin^crs ”
in Panjabi. These “ Battles of the Bards,” ’ whether of priests or poets,
“ Mubahisas” or “ Mushaa’ras,” attract numerous listeners from all crcods,
whilst every night at the “ Durbar,‘Sahib ” of thie sacred City of the Sikhs may
still be heard, though in less enthusiastic tones, ditscussions on religicm and science.
Even at Simla, within the shadow of the strong|hold of the Education Comniis-
sion, and undeterred by the presence of several “ Lat ” and numerous “ Bara ”
Sahibs and “ CounciUs,” there are, in the small irow of shops near the Elysium
Hotel, repeated nightly gatherings for prayer <or praise, or to hear religious
o r philosophical recitations, which are generally hushed into temporary silence
at the sound of approaching Jampanis or of a caivalcade taking European riders
to their belated rest.
( It is only where the influence of a Govemiment school lias extended that
these signs of a national intellectual life are disa^ppearing. The boy who brings
home his Urdu lesson does not often road it out, even to his Muhammadan
parent, for the language is not the Perso-Panj?abi of the Province, but the
Delhi dialect, into which strange and rustic idiomis are introduced by the Educa­
tional Department under the impression that it is promoting purism.j Besides,
the source of the bdy's lesson is profane and. it is studied not in order to
develop the mind or character, but as a step tcowards an appointment. Few
parents, who feel the pettiness of such an ambition, can spontaneously
make the lesson in question a basis for the iinculcation of moral maxims,
nor does the boy listen with deference to a fatther whom he is, more or less
consciously, learning daily to despise. (The lamguage and sentiments which
the boy brings back from school, l^ing imipwrfectly understood both by
himself and by his parents, can, therefore, awraken no response, and are not
attached to any associations of family or faitlh. In every case in which we
have taught a boy through the medium of a fcoreign vernacular, we have lost
the teaching power of his parents, especially as regards instruction in morality
and in the practical duties of life. The lessons (o£ the schoolmaster are, there­
fore, not continued in the pupil’s home, and they are not extended to his
brotliers and sisters, as would be the case if they'’ were given in his real vernacu­
lar, and if they were based on what is best in Ihis own associations. Incident­
ally also, the present system retards female edlucation, and stops the former
supply of female teachers trained in their own families. There arp, however,
still numerous households in which the child, back from an indigenous school,
tells the lesson fresh from the Pandit, Maulwi, Bhai or even Padha to his
admiring parent, who will comment on it, and who, living his own childhood
over again, will take the opportunity of iastiUin^ into the mind of his offspring
the wise saws which he may have heard, and thee practical applications of what
has the sanction of learning and of religioi^^
It may now be asked, “ what is this indigenoius education which is so held up
to admiration ? Where are these indigenous scjhools, and how are they sup­
ported r ”
These questions, which Mr. Arnold, the firsit Director of Public Instruction
in the Panjab, put to himself in his first Repoirt, have not yet been answered.
More than 26 years have elapsed since the founidation of the provincial Educa­
tion Department, and, in spite of constant pressmre by the Panjab Government,
its attempts to elicit information have invariably failed. Numerous explana­
tions have been given of this want of success, oif which the only plausible one
is the law of self-preservation as applied t(o the Education Department.
Before its formation Sirs Henry and John ILawrence had no insuperable
difficulty in ascertaining the particulars regardimg indigenous education, so far
as their enquiries extended. In backward districjts, like that of Hushiarpur, the
Settlement Report of 1852 shows a school to <every 19'65 male inhabitants
(adults and noa-adults), which may be contrastedi with the present proportion of
1 Government or aided school to every 9,028 inlhabitants, or 1 school to every
2818*7 inhabitants, including the present numiber of ascertained indigenous
schools throughout the proviacei a signifioont (contrast to the proi:>ortion of
 ( 3 )

1 scliool to every 1,783 inhabiltants in the most backward division of the Panjab
in 184*9 when brought under ffiritish rule after a period of confusion following
on war and annexation !

The explanntions, howevrer, given by successive Directors of Public In­

struction in the Panjab of the failure to ascertain the correct number, if not the
nature, of indigenous schools, fand their consequent inability to aid or improve
them, in accordance with the p^olicy of the Educational Despatches of 1851 and
1859, and with the repeatecU instructions of the Local Government, well
deserve consideration. They aire given at length in the “ Extracts from Educa­
tional Reports and Governments Reviews”, thereon, which I have thought it my
duty to add to this report. Thiey may, however, be summarized as follows; (1)
that it was difficult ( if not, in tihe words of one Director, “ impossible *’) to ascer­
tain the number of these sclhools; (2) that the education given in them
was worthless; (3) that therte were few indigenous schools; (4) that all
those worthy of the name of scchool had already been absorbed into the De­
partment ; (5) that they could mot be absorbed into our educational system (6)
that only tlie District Officers ctould properly attend to them; (7) that the grant-
in-aid rules did not apply to thesm, or that only these rules applied to them; ( 8)
that the Village School Cess wais available for them, or that it was not available
for them; (9) that they refuseM aid even on the most lenient conditions; (10)
that the statistics collected regcarding them by District Officers were untrust­
worthy ; (11) that the statistics; collected by Chief Muharrirs were, for certain
good reasons, equally unreliab]le; (12) that no European Inspector had the
time to inspect them; (13) thatt several European Inspectors did inspect many
of them regularly; (14) that ta special agency for their inspection and more
funds were required; (15) thiat (on more iunds being appropriated to educa­
tion generally) they could notfc be dealt with by the Department, and their
statistics w^re accordingly, om more than one occasion, omitted from the
Educational Eetums.

Possibly, and with some shcow of fairness, educational officers may reply,
to the above enumeration of intconsistent excuses for not fully and faithfiily
discharging their obvious dutyjr tp the State, that the alleged explanations
were not olfered either simultameously or in the bluntness of my wording or
that some of them were not offeared at all. I can only point out &at the state­
ments in the Reports which I hiave quoted and in other documents with the
Local Government tell their owm tale, and that they can give no other meaning
to an unprejudiced reader, acqusainted with official phraseology, even in the rare
instances in which the words ar© not the ipsiasima verba of my summaiy. The
fact at all events remains, as will be proved further on, that nothing was
done for indigenous schools excerpt to injure or destroy them; that indigenous
education has greatly declined without a, correspontog increase in Govern­
ment and Aided Schools; and that, although the attention of the Director
was called to the practice-of oother provinces, the Pan^^, whi(jh spent nearly
16"laldis (exclusive of Rs. 69,88B0 by the Panjab Dnitersity) during the last
year on 110,649 pupils among a population of 18f millions,, or 1 pupil
every 169, there were 81,000 puipils under instruction in the Central Province
among a population of 8,215,1677, or 1 pupil to'every 101 (according to Mr.
Alei:ander Mackenzie’s statemenit published this year), and 1,106,619 pupils in
Lower Bengal among a populatiion of about 68'millions, or 1 pupil to every 61
(the number given by Mr. Maclkenzie, late of the Madras Legislative Council,
is 62,724,840). It must be boime in mind that, in the BengsdJ enumeration,
the Koran Schools, which fomn the larger proportion of I^njab indigenous
schools, are not counted, whils^t I doubt whether all the indigenous schools
are included in the returns of the Central Provinces. In 1860-61, there
were 37,280 pupils in the Panjalb, costing Rs. 4,18,510, or Rs. 11-3^7 per head.
In 1865-66, there were 102,418 jpupils, costing Rs. 8,66,766, or Rs. 8-7-6 per
head. In 1881-82 the cOst pen* pupil, exclusive of the expenditure of the
Panjab University (the latter chiie% on higher education), lis^ to Rs. 14-6-3,
and, inclusive of that amount, to Rs. 15-4-8, whereas inere can be no doubt that
it was quite possible to add the e^xtra 8,000 pupils of last ^ear to the number
in 1866-66 without any extra exjpenditure whatever^ instead of nearly doubling
 { 4 )
the same. (The above expenditure is on Goyernme^nt and Aided Schools and,
occasionally, on a few nominal Indigenous schools, fas shown in the annexed
“ conclusions from the Educational lleports and Goverrnment Reviews thereon.” )
In 1860-61 there were 8,419 schools, and 119,547 pupills, including 6,559 indigen-,
ous schools with 82,267 i)upils (so far as was then ascertained, the numbers
being admittedly ?i;^rf<?r-stated). In 1875-76 there? were 6,471 schools and
163,981 pupils, including 4,406 indigenous schools; with 48,697 pupils. In
1880-81 there were 6,750 schools, and 157,950 pupilss, including 4,662 indigen­
ous schools with 53,027 pupils. It seems to me to be3 clear from above that there
has been a falling olf in indigenous schools, even draring the operation of the
Educational Department as well as after annexation, without an increase in Gov­
ernment and Aided Schools corresponding in, any degree to the increase of
expenditure, the increase of the population and the iincrease of pupils in other
Provinces. For this state of things, I profoundly regret to be compelled to say,
great and persistent mismanagement coupled with passsive resistance to the policy
of the Government and an intentional negl^t of mpportunities, are alone to
blame, as it will be my painful duty to establish furtther on.
The incomplete Census of 1854-55, which greaatly understates the popu­
lation, and is exclusive of Delhi and Hissar, gives ^apopulation of 12,717,821
souls in the then British territory in the Panjjab, which may serve as
some basis for our educational calculations. To qiuote paragraph 188 of the
xVdministration Report for 1854-55, “ there were thien 26,210 villages in the
Panjab with an average of about 450 persons in each; i2,124 small towns
containing from 1,000 to 6,000 inhabitants; 76 «oontaining from 6,000 to
10,000 ; 31 cities containing from 10,0(K) to 60,000 ; and four first-class cities,
containing more than 60,000 inhabitants, i.e., Amiritsar with 122,184 soule,
Lahore with 94,153, Fesliawur with 63,294, Modtam (including suburbs) with
56,999 souls. ” (At all events, we have here a defimition of what is meant by
“ a village,” a very significant circumstance when taaken in connection with the
Village School Cess which was then being raised for* aiding Indigenous Schools
in villages and for providing Government village sclhools to serve as models to
Indigenous Schools.) By the last Census we mve ‘29^848 villages and towns
against 28,879 in 1854-55, and 15,631,386 inhabiitants by the last census
against 12,717,821 fo r the same districtsy surely mo very startling increase
in 28 years of general peace and prosperity under ffiritish administration when
the accuracy of the last census is compared with the iincompleteness of the census
of 1854-55. It is to be regretted that the opportuniity was npt taken at the
last census, as suggested on previous occasions, to olbtain a return of indigenous
schools, which could have been done easily, beccause incidentally, without
creating suspicion, or, at aU events, of the numlber of mosques and other
sacred edifices, which would have equally servedi to give, at any rate, the
approximate number of in^U^noiM schools beforfe annexation, for there was
no such edifice without a school* whilst there were innumerable schools,
in addition, held ^in private houses, in the vilUage halls, in shops and
in the open air. As there was no village or town without, at any rate, one
sacred edifice, we get, at least, 28,879 schools, which, if attended by only
ten pupils each, would contain nearly 300,000 pmpils; but there are reasons,
which will be mentioned in the body of the repon*t, for estimating a larger
number.* After 26 years of the operations of the lEducational Dej)artment, we
have, including the number of indigenous schools as ireturned in 1878-79,157,930
pupils in schools of every description in 1880-81, o>r about half of the numbers
before annexation. The cost also of the Governmentt and aided schools per pupil,
according to the report of 1881-82, is, apparently, lt5 times higher than that of
an indigenous school, where one rupee per head iis implied to be the general
average. We shall^ pf course, not hajve done our dmty to the people, unless, at
the same expenditure on education as at present, we ssucceed in, at least, quadru­
pling our present numbers, which can be done, with an earnest effort on the part
of the district authorities, and a complete change in tfche personnel, administration
• A veiy largre number of vi!lag« liad more than one school, whilst tovwns like Delhi had 279 schools (see Mr.
A. Eobtrts' Report for 1849). Some viOa^es, eve»> now, have more than one scchool, e.g., Atawa and Firozpur in the Guj-
ranwala Disti i i t ; Harlans, Baribasi, and Gurh Shankar in that of Hushiatfpur, &c. (see Appendix II). Hundrals of
villages, however, wbmi dhamualas and other sacred ^flces still exist, are' now deprived of the schools tvlu«il» were
formerly couuectkl witt( them. The City Amritsar has still 143 schools; SSialkot ; Batala 10, &c.
 ( B )

and system of instruction of tWic Educational Department, in tlie course of a few

years, or, bottoi* still, by thee abolition ot‘ the Education.il Department at a
considerable to the Stntte, to be devoted to the foundation of more schools,
high and low, English and Oridental, as also to the award of more scholarships
for proved merit, and for tlhe special encouragement of any subject or
section of the community thatt may be in need of such stimulus.
The following table eompaares, so far as I have been able to ascertain,
the number of indigenous sehcools -and their pupils with that of the corre-
eponding Government primarjy vernacular s(;hools, although it may be said,
en passant, that many of the iindigenous schools, as will be shown from their
scheme of studies, published in tthe body of tiiis report, should more fitly be called
high schools and, in some instcances, colleges, than schools :—

S chools. PCPILB. Expenditure

by Govern*
T bab. ment on Gov­
ernment and
Aided schools.
Govern­
Indigenous. TotaL Indi’senoiis. Gorernment. TotaL
ment.

Bs.

1856-57 6,024 456 5,480 30,196 6,064 36,260 1,28,864

1857-58 3,461 1,336 4,797 26,317 12,024 38,341 2^7J3l

1858-59 6,173 2,029 8,202 32,023 26,377 58,400 2,57,482

1859-60 6,309 1,704 8,013 63,090 37,000 1,00,090 2,85.789

1860^1 6,559* 1,886 8.445 82,267* 32,165 1,14,432 3,77,953

1866-67 5,434 1,660 7,094 33,063 53,757 86,820 0,49,065

1867-68 4,888 1,555 6,443 46,947 51,326 98,273 9,49,176

1868-69 5,222 1,462 6,684 55,454 61,100 1.06,554 0,84,685

1869-70 3,995 1,128 5,123 52,479 43,486 95,965 9,98^

1870-71 4,133 1,087 5,220 50,551 43,080 93,631 10.18,640

1871-72 4,292 1,057 5,349 54,612 44,429 99,041 10.60.526,

1872-73 4,154 1,042 5,196 48,771 45,178 93,949 12,56,919

1873-74 4.463 1,148 5,611 54445 52,511 1,06,956 11,41,606

1875-76 4,406 1,218 5,624 48,697 61,131 1,09,828 14.51,161

1876-77 4,803 1,264 6,067 56,642 57,972 1,14,416 14,57,552

1877-78 5,581 1,295 6,876 61,818 57,829 1,19,647 14f,44,513

1878-79 4,662 1,210 5,872 53,027 54,065 1,07,092 13,69,146

• This is taken from paragraph 11 of No. ] 147, dated Lahore, the 13th March I860, from Secretary, Ptojab, t6
floTemment of India, acknowledging the receipt onf the JSdacational Despatch of 1W9-
 ( 6 )

Tlie following Statement shows the nnmheir of Colleges and Schools, scho­
lars,- and total expendituro on Government and! Aideil Scliools from all sources
at intervals of five years from 1800 to 1881, ;as also the ascertained nmnber
of indigenous scliools find of their pupils :—

: 18G0-G1. 18635-66. 1870-71. 1875-76. 1880-81.

' L

Colleges and Schools.

Arts Colleges ... 8 2 2 1

Secondary Si:liools ... ... *"l46 " 165 151 205 225
Primary Schools l,(itK5 >1,761 1,283 1,495 1,524
Schools for iJirls ... ... 40 .■1,032 4455 352 323
Siwcial Schools 7 10 11 15
i ^
Total of Government and Aided Institutions ... : 1,890 •f2,l)68 1,911 2,065 2,088

Total .of ascertained indigenous schools ... I 6,559 .... 4,133 4,406 4,662

G eani) T otal ... 8,449 .... 6,044 6,471 6,750

II.

Number of students in

Arts Colleges 51 1G2 113 94

Schools for boys 35i957 882.022 72,546 1,03,978 94,396
Schools for girls 872 119,561 11,819 10,556 9,695
Special schools 451 294 415 637 738

Total of students ... 37,280 1,002,418 84,782 1,15,284 1,04,923

Total of ascertained indigenous schools ... 82,267 .... 50,551 48,697 53,027

G eand T otaIi ... 1,19,547 .... 1,35,333 1,63,981 1,57,950

III.
Rs. Rs. Rii. Rs. Rs.
Total expenditure from all sonroes on Gov- 4,18,510 8,666,766 10,18,640 14,51,161 13,92,634
smment and Aided schools.

Rs. A. P. Ris. A. P. Rs. A. P. Rs. A. P. Rs. A. P.

IV. 8 7 5 1% 0 3
11 3 7 12 9 5 13 4 4
Cost per pupil in QoTcrnment and Aided schools.

l^oxss.— ^Between 1866 and 1870 a gi-ant of Rs. 10,000 per annuum from Imperial Funds for female education
was withdrawn. It had been wi-ongfully taken froom the Village School Cess, which was itself,
as on other occasions, constituted a souitje for giving e ^ n ts to Government and Aided Schools. Vil­
lage Schools were reduced on account of the exhaustioon of educational cess balances, which, although
derived from the Village ^hool Cess, had been largely misapplied to pui-posea other than those
for which it had been raised, and by a new rule b ^ which the minimum pay of a teacher was
raised from Es. 5 to Ks. 10 per mensem, thus making him a Government servant and
rendering him independent of the good opinion oor support of the village or town in which
he taught, with disastrous effect to the .numbers andd efficiency of the schools and the morality of
both teaclier and pnpils. Had these Rs. 5 per menssem been continued to the teacher and had he
been allowed to take fees, he would have had a stimullus for exertion and his school might, indeed,
have ^come a model to indigenous schools. The Rsii. 5 given to raise the Village School teacher’s
salai'y from Es. 5 to 10, might more fitly have beesn given to the development of existing indi­
genous schools or to the creation of new ^hools, insttead of choosing a time, when the misapplied
balances had been exhausted, to double the pay of teachers, reduce the number of schools wd
increase the salaries of their Inspectoi’s.
In 1873, about two lakhs of additional income accrued j from Local Rates, which were not duly spent
in increasing the number of village schools in villagees. In 1870, superior officers were graded and
received a considerable increase of pay. In 1880)-81, about 100 Primary Schools, which were
formerly included with Secondaiy Schools, are s'shown separately. In the fii-st Educational
Repoi-ts the names of the towns and villages in whkich Schools are situated are given. This is not
done in the later Reports, so that it is impossible nnow to ascertain how many^Govemiinent Verna­
cular Schools are in Villages or where they are, wrhat is spent on them from the Village Cess,
&c., whilst, in spite of making up a number of Zi^ila schools into three Divisions (High, Middle
and Primary), and thr.s sliowing three schools, wherce there is really only one school, oft,en taught
by the same ipasiere, there were only 1,284 Governament Vernacular primaj'y schools in 1881-82,
when the expenditure on education is nearly lt> lakhas aguinst 2,029 real Village Schools in 1858-59,
when the expenditure was only Rs. 2,57,482, or ahoimt a sixth part of the f resent expenditure.
In order to give an account worthy of the Education Commission
and of the Government regarding indigenoms education, a whole year, at
least, should be devoted to the collection of tlhe necessary information by a
person well acquainted with the subject and in thorough sympathy with it.
It is not likely that what the Educational IDepartment has failed to accom­
plish during 26 years with its thousands of tceachers throughout the province
under military ordei*s, many of whom are alble to furnish, at any rate, the
 ( 7 )
bare statistics so far as tlicirr own localities are concerned, whilst all tlio
resources of disti-ict officers havreequally been available for placcs in wliich there
ar(i no Govermn(Uit schools, willl now bo acconiplished in a few weeks by a man
broken down in licaltU and withi none of these agencies at his command. When
it i^ also taken into coiisidemtiom that in nninerou^ plac;es the indi<jetious school
has literally been frightened out of its home by tlie Tahsildar, if in tho
most ri'mote possible coinpetittion Avith a Government school, and that tho
bulk of the teachers, hou'evor g^enerally well disposed to aid in such an cn([uiry,
fear to incur departmcntsil dispUeasure for assisting in any of the supposed aims
of the Panjab Uuiv^ersity Colleg^e, the difficulty of the task is greatly increased.
It was not thus, as it were, at m minute’s notice tliat the hedge schools of
Ireland wore dragged into light,, received a lo(;al hal)itation, arid formed tho
basis ot'the present‘ 'n a tion a lsystem of education in that couiitry. The
innumerable hedge schools of tlhe Panjab will, thei*efore, not ba dealt with in
this Report. Ev'cn as reMrdss the apparently “ fixed” 4,662 iudigonous
schools mentioned in the Educattional Report for 1878-79 (after which no re­
ference to these institutions agaiin appears), it is needless to point out tliat tho
mere statement of the above nurmber gives no indication of the localities iti
which these schools are to be fomrid, nor is it likely that a Department which
has not yet been able to furmish the list of Government Vernacular Fri-
m-uy Schools situated in villngesy, [>roporly so-called, and that can give no inform­
ation as to the precise amount spent oh such schools from the Village School
Cess which it has itself misappllied to purposes other than that for whi(;h it
was raised, will be able to furnissh any information regarding tho exact where­
abouts of these institutions, wlhile it does not possess a single officer capable of
inspecting what it has all along loooked upon as a rival that should be crushed. The
consequence of this relation of tlhe *Educational Department to the Indigonous
Schools of the country has been that many Maulvis, Pandits and Bhais would be
at'mid to give information regiwrding these schools or the subjects tavvgUt in
them, to any officer of Governmeint, lest their doing so might lead to the absorp­
tion or destruction of these schoools or to the imposition of a tax on a geniirally
precarious income. The tendenc;?y, therefore, of indigenous teachers is to undet'-
state their income and the numlber of their pupils, in order to obtain safety by
their assumed ummportance, aeind this view it is also to the interek of
the Government schoolmasterr to promote, though for different reasons.
Bat even when the required sttatistical information has been elicited, there
still remains the difficulty of aascertaining the precise value of the subjects
taught. When one officer degwses that he knew Sanscrit and the verna­
cular, and that he had yet fojund, against the fact, that the Indigenous
Schools were grammar and when another officer, who is equally
acquainted with English and Urodu, is of opinion that books beyond the F. A.
standard cannot be translated into^ the latter language, it is easy to perceive Avhat
the result of any enquiry would Ibe, if conducted by persons out of sympathy
with it or, worse still, whose perssonal interests, and certainly present leisure,
would be affected by its success.
Under these circumstances,, it seemed to me that the only possible way
for arriving at the desired inforrihation in the short time at my disposal was
to proceed extra-officially, and writh this view I addressed the subjoined circu­
lar to the Maulvis, Pandits, Bhaiis and Munshis of the Laliore Oriental College.
Teachers and students, however, wfere engaged in the j^xaminations preceding the
Long Vacation, though some of ithem furnished me with valuable information
which has been printed in Appentdix II to this lleport. The circular was also
seat out with the Journals of theAinjuman-i-Panjab in English,Urdu, Gurmukhi,
and Hindi to members and subscriibers, as also to the priests of the various deno­
minations. It was also circulatted, as a matter of courtasy and professional
etiquette, among teachers of GJovernment schools, 21 of whom have kindly
replied. To them my best thankss are due, for they have shown thems(U\'es to
be above professional jealousy, whilst some have also contributed informa­
tion of value. Most, however, apppear to have been afraid to give any infoi ma-
tion regarding institutions which {are deemei to.be under the ban of “ the
P^jpartment.”
In one district, at least, the rmmour was spread that, as Iliad already ^von
my evideaee oa tiieSth la lj last» it; was no longer necessary to supply mo \nth the
 ( 8 )
required information. Elsewliorc, it was snggcsstcid to me to leave its colloctioii
exclusively to the teaclicrsoi Government schoa)ls>, as they were imiKirtial (? !)
and not to ask the masters of the indigenous sehiools tlieniselves, the only people
who were really able, if only willing-, to eomniiiunicate the- n{‘C(*ss.‘iry details
regarding their scliools. In one districtj al)fomnding in indigenous schools,
I was told that there were none, and in a town ])n’0)verbial for its twenty Koran
schools the return showed one. Soni(‘times the) liist of Government schools was
sent to me, and, at other times, the indig(>nous s«c;hiools were dismissed with the
observation that there was none “ of any eelelbriity.” Of coui’se, had I not
been hurried, I sliould have gradually ascertaimed the existence of many more
indigenous schools than are now “ returned,” ’ ll>y continuing my enquiries
through friendly and trustworthy priests off warious denominations; but,
as it was, I had to take the readiest meams at my disposiil, and this
was to obtain the information through offiieiials and otliers, but in an
unopicial manner. I accordingly also addressed! IDr. W . H. Bellew, C.S.I., the.
enpnent Sanitaiy Commissioner of the Panjab, iin the hope that he Avould allow
the chowkidars who bring in the weekly returns off births and deatlis to ascertain
also the whereabouts of indigenous schools and ttiue names of local indigenous
medical practitioners (Hakims and 13aids), if nott ©f celebrated Maulvis, Pandits
and Bhais generally, so as to enable me, oncce II knew the precise locality
of a school, to address its Manager as well as locsal celebrities direct on the sub­
ject. Dr. Bellew suggested my applying to Ccolomel Bamfield, the Insj)ector
General of Police, who with a kindness and puibDic-spirit, which deserve the
recognition.of the Education Commission, at ontce placed his Police clerks, 500
in number and posted in a corresponding numbeir ©f “ Circles *’ all over the prov­
ince, at my disposal. I cannot sufficiently exp>re;8s my gratitude to that officer
for his readiness in assisting my enquiries and f®r the trouble which he took
whenever I had occasion to complain of the inssufficiency or inaccuracy of any
return, but a mistake occurred which nearly frmstirated his efforts. The police,
nowhere a popular body, also in the Fanjab do ntot receive the recognition wliich
they deserve, and edu-cational enquiries officialUy conducted by them are cal­
culated to create suspicion. It had been arranged that the information was to
be elicited incidentally and privately, and tto be paid for, and that the
police clerks, being Hindus, Muhammadans orr Sikhs, were themselves to be
interested in a measure likely to benefit their reespective communities. Unfor­
tunately, by far the bulk of the information eo311(Bcted by tlie police clerks was
elicited officially, and the consequence is that tliieiir returns, although correct so
far as they go, are fa r beloio the actual numberrs.
I then addressed a letter, which will be fomncd further on, to some of my
acquaintances and friends to the cause among cciv^il officers, and, as ever, found
among them the most intelligent and. warm-heeairted appreciation of measures
intended for the public good. I am convinced tUiat had the returns obtained
from Dej)uty Commissioners regarding indigenoms schools by the Educational
Department been published so in the educational returns, and had
they been amplified or checked by further iinfformation received from the
teachers of these schools themselves, and fromi tthe masters of Government
schools, there would have been no necessity no>w„ after 26 years of supposed
attempts and failures, to take the very first stejp towards the utilization of the
indigenous schools as an agency for creating g^oo)d citizens and for advancing
civiiizati(m, ciz., to ascertain precisely where tliiey are and what they teach.
No oifice clerks, translators or money wrere placed at my disposal in a
task v» hicli involves correspondence with severall tlhousand teachers and others
Avliose names have now been elicited, and who sluould be addressed, by their
OAvn friendly colleagues, for further informatiom. On no account should any
further enquiry be conducted by a member off tthe Educational Department,
as my long ex])erience of its action regarding aill independent or semi-depend­
ent educational enterprise, as well as the futmres requirements of indigenous
and mass-education wliich I propose to sketch, rcemder it absolutely indispensable
that no share should be given to that Departmieiiit in any matter, directly or
indirectly, alVeeting indigenous education. It iis mot desired to take the masses
out of the masses by converting them into aspnraints for Goveminent service,
and this must be the inevitable eficct of allowimg that Department to have
 ( 9 )
anything whatever to do witli iindigcnous education, not to speak of the aboli­
tion of tl\e “ Indigenous Sc)nooHs,” such, which must follow on departmental
interference. The indij'enonis; education of the country, instead of being
preserved and developed, for itss owai sake, will then give way to a pretentious
and shallow system of prepairattion for office-huntcrs; tlie trades and traditional
professions of the pu})iis will abandoned ; what there is left of the religious
feeling will be destro.ved ; anid Ithe country will b(‘ overrun by a hundred thou­
sand semi-educated and needy men, for whom it will be impossibly to provide,
and wiio will have bc(‘n ronderred unlit for their own occuijations. I should
indeed regret if my persistiemtly drawing the attention of Government and
of the pu^jlie since 1805 to tluo n<igl«(tt of indigc'iious and of religious educa­
tion should only result in iaiflliding a death-blow on the only conservative
clement of this country, and (oni its last hope of a genuine, hecaiise indigenous,
civilization
What has been done in ithte face of apparently unsurmountable difficulties
is :—
(1) The localities of ower 0,000 schools, with, at least, 88,326 pupils,
have been named and lixed,and numerous th^taiIs regarding them
have been asccirtaiincd. From a compurison also of the Census
returns with nny own, as explained further on, there arc 90,585
persons “ under iinstruction ” not given in Government and aided
schools.
(2) The names of over ^,000 l*>a<ling j^laidvis, Pandits, Munshis, Bhais,
Authors, Ilakiniisjand Bnidshnve been ascertained, and it now only
remains for the auithoritias of the Panjab University College to
jmt themselves! iinto sympathetic relations with them for the
advancement otf the various specialities which theif labours
represent and fo)r Ithe general promotion of educational measure.
(S) The names of over 4,000 teachers have been elicited, with whom it
will be necessary tto enter into further correspondence.
My thanks are especially dlue t o :—
(1 ) Colonel A. H. Bannffield, Inspector General of Police, and his
ojBBcers and subordiinates generally.
(2) Mr. J. A. E. Millei?, Officiating Deputy Commissioner of Biawal-
pindi.
(3) Sirdar Thakur Simglh, Sindhanwalia.
(4) Mr. W. Coldstream,, C.S., Deputy Commissioner of Simla.
(5) Mr. Carr Stephen, .Jmdicial Assistant of Ludhiana.
(6) Mr. S. S. Thornbiurm, P.E.G.S., Officiating Deputy Commissioner
of Dera Ismail Khian.
(7) Pundits Guru Pajrslhad, Eikhi Kesh and'
Kaka Ham,
( 8) Moulvis Muhamanmd-ud-din, Ghulam of the Oriental Col­
Mustafa, Abu Sayiid Muhammad Husain, lege—Contributors
Altaf Husain, Ziafruddin, and other [ of Appendix II
Moulvis,
(9) Bhais Drit Bam, ^Jlawahir Singh, and Gur-
mukh Singh, J
(10) The Editors of the SSnglish and Urdu Journals of the Anjuman-i-
Panjab for distriftmiting the circulars.
(11) Pirzada Muhammatd Husain, McLeod Aiabic jPeUow, and Lala
Chuni Lai, H. A. Plleader, for their assistance in translation.
(12) Pandits Ishar ParsHiaid and Achint Ram.
(13) Babu Navina Chamdrra Bai, Assistant B^istrar of the Panjah
University College..

I cannot profess to have acojomplished a task Which requires the ioiost

amj)le time, in addition to a v©r^ special and profound knowledge of native
institutions, to my own satiisnaction, and I therefore cannot ei^eci to
hare deserved the approbatliom of the Education Oommission and of
the Government, except for tlhe cou rse or temerity in attemptii^ to
undertake a work of such ma^mitude within a few months, undd^enSd by
the depressing failures of simiBarr attempts during the last 26 years, and for
having, I hope, become the " piomeer ” of a more successful and exhaustive
 ( 10 )
future iilqiiiry. If so, the discovery of ttie “ poople’s own I>epai*tmont of
Public Instnicti(»n ” in the Pnnjah will be due tto the initiative of the Presid­
ent of the Education Conijjnission and of Sir phaarles Aitchison, who deferred
my fiu'lough for nearly three months in ordei* toj cnjptbl^ me to cjollect statistics
regarding an odueatibiial material which, from his lcnovv|e(]go of the univer­
sality and imi)ortance of indigenous education im JBurmah, he riglitly inferred
mi"ht also be extensive an{l valuable j^n the Proviince pf his warmest affection
and early offtcial career. To use the motto preiftxed to the first treatise on
Political Economy in Turkish, written by my pug)il at Kiilq:*!5 College, London,
20 years ago, I)r. Charles A^'ells, in spite of the vaague assertion that tiie oriental
vernacular were incapable of rendering European! thought or science.

O n l s pe u t ; j e l ’ e ssa ie ; q u ^un h e s il l e u h l e FAssfe;

Montaigne,

CLASSIEICATIQN OP SCHOOLS.
A FEW words are necessary in explanation of the appended circular.. I
had to conside^hat its recipients were generality men ttJiacquainted with our
forms of “ returns,” and certainly unable to fill tlhem in within the short time
at their disposal. Dividing tb 3 schools, therefore^, according to subjects wduld
have unduly increased the number of forms, antd w'ould have led to confusion.
Dividing them accorrling religions would liawe perpetuated the mistake of
calling all Hindu schools patshahis,': including tJhe purely secular and Maha-
jani Schools. Dividing them according t o w o u W have led to the
growing abuse of the term, “ Hindi ’* being also ajjsplied to tiande and Sardft as
well as Nagri, if not Gurmukhi Sshoolsv. I, therefore, clwse a middle, if some­
what rough, eoui^e, by dividing them into *‘ >Iaktalbs orMadrasas,” “ Patshalas,’^
“ Gurmukhi Schools,” and “ Mahajani Schools.’” I made no^ enquiry about
female indigenous schools, as such a course wouldl have thrown kispicion on the
Avhole circular, and -would also have endangereed the success of future action
regarding indigenous schools generally. The imformation, tileret’ore, which
the fpllowing report contains regarding Native fennale teachers, lias been elicited
spontaneously and incidentally.
By “ Maktab.” or place o f writing** is meaint a Persian school, whether
confined to Muhammadans or open to all sects.
By “ Madrasa ” or “ place of lesson ” is meaint an Arabic school from its
humble beginning, the “ Koran schools(properly^ spelt “ Quran’*) up to institu­
tions imparting the highest knbwledge in the lanigungo, literature, law and the
sciences contained in Arabic. Whether “ Madrassas ** also taught Persian and
s^tbjects of general knowledge was not a reasom for separate classification, as
would be elicited in the returns themselves.
By “ Patshala ” is meant a school in which SSanscrit, in however element­
ary ft manner, is taught, and one of the aims of w/hich, at any rate, is religious.
The term, therefore, includes schools in which the “ N a g r i m i s ­
called the “ Hindi language, is taught as leading up to Sanscrit, whether the
eventual teaching includes high or elqtnentai^y, secular, or only religious
teaching.
By “ Gurmukhi schools are meant schools, ohiefiy ^^r the Sikh population,
in w^hich Gurmukhi is tnught.
“ Maliajani Schools ” are schools for the cSimmercial or trading commu­
nity, in which the various tachygraphic forms of ILande and Sarafi arie taught ir^
addition to the multiplication table. These sclnools also sometinjfes teach the
“ Nagri” character, for which, as also for “ Land^,” the term Hijldi is niisused.
These schools are conducted by “ Padhas,” amomg whom in tiie Pufljab are
.numerous Muhammadans.
I have also added specimens of the commiercial cypher in use in Upper'
India, if not in other parts of this country, in ordeer ttr-show that they do afford
. a basis for a general character for purposes of eelementary education, or that,
at any rate, they do not so perceptibly vairy from place to place, or
that the careful writer cannot read his own writing half an hour after
he has written it, as is alleged. This inalbility has been' known to
happen w^itli English scrawls, but has not bieen used as a ground for
the abolition of the Eoman character. The first Banya I picked vp in
 ( 11 )
the row of shops near the hottel in which I am living, could read a number of
commercial characters current; all over India. He happened to be a native of
Kangra, and read what he callled his own Mahajani with great fluency, which,
however, turned out to be “ 'Thakari*’ or “ Tliankri,” a character used in
Kangra and, with Nagri additions, in Mandi, Kiilu. and other adjoining
districts.
The schools started by natiives on the model of Government schools, which
are almost all Anglo-Vernactular, could scarcely be called “ indigenous,”
although this term is given to tthem in the reports of the Educational Depart­
ment. At all events, I should have run the risk of the recipients of the cir­
cular confounding them with CSovemment schools. As their number is small,
and can bo partially asccrtainedl in the reports above referred to, I do not think
that the objects of this reporft are affected by their omission. At the same
time, it was desirable to show tlhat “ unaided schools ” also exist on the English
pattern, which have been ignorred by the Educational Department, although
they may have been donductted with considerable efficiency during many
years. I have accordingly givem an account of some of the unaided schools.
The indigenous Schools in thie Panjab may also be classified as follows:—
I.— S i k h in d ig e n o u s E du ca tio n .
1. Gurliaiikhi Schools.
II.— M uHAMIMADAN INlilQENOUS EDUCATION.
2. Maktabs.
8. Madrasas, religious antid secular.
4. Koran Schools.
III.— H i INDU iNDIGBIfOUS EDUCATION.
5. Chatsalas (for the tradiing community).
6. Patshalas (religious).
7. Patshalas (semi-religioius).
8. Secular Schools of variious kinds and grades.
IV.— M m B D INDIGENOUS EDUCATION.
9. Persifi,n Schools.
10. Vernacular Schools.
11. Anglo-Vernacular Schofok.
V . - —FEMAALiEi INDIGENOUS EDUCATION.
la. (a) Female Schools for Sikh girls.
\h) Do. Muhammadan girR
(o) Instruction at Hin<flu homes.
With a more minute suhdivisiom the indigenous schods might have to be classified
as follows
I . — MCaktabs OR M a d k a sas .

1. Arabic Schools and C^lUeges (of various grades and specialities).

2. Perso-Arabic Schools amd Colleges ( do. do. )„
8. Koran Schools (where imerely or chiefly the Koran is read).
4. Perso-Koran Schools.
5. Koran-Arabic Schools.
6. Perso-Koran-Arabic Schiools.
7. Persian Schools.
8. Persian-Urdu Schools.
9. Persian-Urdu-Arabic Scliiools.
^0. Arabic Medical Schools.
11. Perso-Aftibic Medical Scihools,
II.— (B u e m u k h i Schools.
12. Gurmukhi Schools.
13. Gurmukhi and Lande Scihools.
III.— -M a h a j a n i S chools .
14. Land^ Schools of difEeremtkin^ (Chateali^).
15. Nagari.Land€ Schools (CXihatsalas).
16. Perso-Lande Schools.
I W . — ^Patsh ala s .
17. N{^ri-Sanscrit Schools.
18. Suiskrit religious School^.
19. Sanscrit secular lit e r ^ SBchodis (cultivating various branches).
20. Sanskrit semi-secular Schoools ( do. do. do, ),
£1. Sanskrit Medical Schools r(chiefly).
22. Hindi-S(uuKsrit Schools. i
23. Sanskrit astrological or i»stroii4mtkal Schools (chiefly).
y.~FBli4jyi iircieENOVW ScaooLs (cla esi^ as above).
 ( 12 )
The transliteration of names of places adopted in this RJeiiewort, soraotimfts varies according
to the idio^ncraeies of the coniributora of returns, and there Siaas Us ween no time to adopt a uniform
system of spelling throughout in corrftcting the proofs. . 3 prefor “ tsh” for“ c h ” in
" ciiarm in order not to confound it witli^'eH?^ in “ charadterr or the strong aspimte “ ch as
in Giennan.

jFbm o f a Circular in English (ana translated into Urdu, Mitindkdii and Gnrmiik/tl) dintrihitfed to
Folice Cterk»i to Teachen o f Government and hidi^enmmoiim schoohy to Memhers o f the
Anjuman~i-Panjah and its hranckest to the Staff o f the Laahmhotre Oriental Collegey to District
OJ^ert, and to Mduloiaf Pandits and Bhais tnroughomt tHhe he PanJab.
Si b ,
Kindljr infonn me, at your earliest conveniemce^, \ whether aoy, and **if so ”
what, schoms exist in. the( towns or v illa ^ in youurur circle {Ealqa) which are
miooimeetea with 6 oTernment. I principally rdfesr tir Ifco schools for the religious
and oliier mskoietion of Muhammadans, Hindus mnamd Sikhs, which are often
foand attached to mosques, temples and dharmsalass, s, ]ie^)ectiyely, and in which
Axahie and Vmkm, Sanscrit and Hindi or ^uimirtiilddikhii respectively are taught.
I should also like to koow whether there are aai;|iy y eschools in your circle con­
ducted hy BMhas to teach Mahajani, Land^ and Sdaxiar&fi; and I should like to
hare a spedmen of the Hahajani character and rmimialtiplication table used in
those 8(;hools< Any information regarding the ajpppproKimate number of boys
attending either the religious or the Malm.jani scmoaoa>ls, the subjects taught in
them, whether the teacher is a learned man, anid w w^hether his pupils pay him
in wntsOBf or kind, and an approximate estimate oif llyM s monthly income, as well
as any other information wMch you may haye to gitvere^ will much oblige, &c., &c.
Qvestiom-^ Answers-^
Mention th^ name of the most eminent
Hakim, Baid, Maolvi, Pandit and Bhai
in your circle.
A.—Mahtahi or Madratas.
I.— (a) Where is the lai|^t Maktah or
Madrata in your circle ?
(J) Is it attached to a mosque? Or
is it held in a private house ?
(c) What is the name of the teacher or
teachers?
(<?) What are his or their qualifica­
tions?
(e) About how many pupils attend
that school ?
( / ) What are the subjects taught in
it?
{ff) How is the head teacher paid
(in money or kind), and about how
much per mensem ?
Ji.— Patshalas.
II,— (fl) Where is the lai^est Patshala in
your circle ?
(J) Is it attached to a temple ?
(c) What is the name of the head
teacher ?
(d) What are his qualifications ?
(i) About how many pupils attend his
schools ?
( f ) What are tlj^(^ subjects taught in
it ?
.(^) How is he paid, and about how
much is his monthly income,
whether in money or land ?
C.~-‘Gttniiukhl Sehooh.
III.— (a) Where is the largest school for
teaching Gnrmu^i in your cir­
cle?
 ( 13 )
(d) Is it attached to a jDhDBharmsala or
as a banga to a (GuOu'aradwafa or
Sikh temple ?
(c) WJiat is the name of ofof the head
teacher ?
{d) About how many pu piDupils attend
his school ?
{e) What are the subj^l^ectets taught in
it?
( / ) What is the te^^hecheBr^s monthly
income^ by fees, &«. ?c. ? ?
D.-^Mahujani SehotolmMs.
IV.-—(a) Is there a school fo: fo:or teaching
Mahajani, Lund^ a.ndandd Sar&fi?
(j) What is the name oi oiof the head
teacher ?
{e) What are his qualificjatijatitions ?
{d) About how many pu^pilspilds attend his
school ?
((?) What are the subjeojts ctsa taught in
it r
(/ ) What is the teacheer^ser^e^s monthly
income by fees, &c:., £ &c. ?
NtB.—^Farther information orj^n mieneral remarks maj be added here r^arding the Maktabs, Mulrasas,
Fatsbalas, Gormaklii and Mahajani SMbSobihoola in yoox CizdL
(At the end of the above Ci CtJircular two pages were added, which it is scarcely necessary to
reprint, of a “ General Statemienaeient of Indigenous Schools in the------ Circle to be filled in
for the minor schools of various kis kkinds in the towns and villages in the particular Circle.)

S%e same Circular, aiccicocompanied by the following letter^uoaa addressed to

acquaintames cmd »idl friends o f the came among Civil OJ^ers.
“ May I venture to (flraira?aw your attention to tlie forwarded letter regard­
ing indigenous schools, wM ciicbh I am circulating by the permission of His Honour
the Lieutenant-Goyemor, wl wVho is himself interested in the success of the enquiry.
The circular is intendlediedd for head masters of indigenous schools, and for
those who, in your opimioiioon, are best able to answer the questions regarding
these indigenous institutio)ns)nsis, which, I fear, we have too much neglected, and
which it is now proposed tto to ) foster and improve.
It would be well if thie ie i Pandits, Maulvis, and Bhais, to whom the circular
may be sent, were clearly jgiTgi^ivea to understand that the enquiry is for their
benefit and for that of theiir iirr respective learning.
The collection of statiististities on the subject of indigenous schools has hither­
to been greatly impaired toy jy r a natural reluctance on the part of their teachera to
give information, for thew s saw that the effect of our present system hithflrto
was to destroy or to absorb) tb tltheir schools.
I need hardly add thmt at s anything which you may be pleased to do to fur­
ther the present enquiry wilwilill be esteemed a great personal favour.”

llie following **Geneiralrahl Statement ” is based on the Census returns and on

the statistics furnished im tk tithe Report of the Director of Public Instruction
for 1880-81 and in his Eep(ortor1rt No. 4 S., dated 22nd September 1881. It compares
the number of pupils in Qo^oovemment and Aided schools (Primary, IMiddle and
High) with the number cof o ff persons stated to be “ under instruction” in the
Census returns in each diisitiststrict of the Punjab. The balance remaining after
deducting the pupils in Ghr>v«)v«remment and Aided schools from the number of per­
sons “ Tuider instruction” ' ” ’ ought to give, as approximately as possible, the
 (1 4 )
number of pupils in indig^ous schools, though they wouldd probably not give
the large number of pupils reading privately with Mlaulvis and Paiidits,
or of females reading m their own homes. It has, however, been con­
sidered right to dedttcffpom the number " under iinsstruction.” also the
total of girls reading iii Government and Aided femalee schools. Although
such a course is calculated unduly to decrease the nmmber of pupils in
indi^nous schools, there would still remain 60,168, whicch corresponds with
the numbers separately ascertained by me in the Police ? and^ other Returns,
which are very much below the full number. The state»ment also ;^ives the
approximate revenue of each district, and the number of village schWs that
could be supported from the Educational one per cent, cessj^, in all 3,145 village
schools (against 1,284 Primary schools now existing botlh in towns and the
larger villages) at ^ cost of Bs. 60 per annum for each sschool, besides fees
and income from other sources to be detailed hereafter.
It is deserving of notice that whilst the returns of thes Punjab Education­
al Department (see paragraph X V I of Director's No. 4Si, dated 22nd Sep-
temb^ 1881) give 9,177 girls, nearly all of a tender age, as atttending the Govern­
ment and Aided female schools, the Census Returns only ^ v e 6,101 females
a s ** und«r instruction,’*which, presumably, includes females of a more ad­
vanced age reading in their homes, as also girls reading in findigenous schools,
regarding which my Report gives, incidenMly, some acc6ront. The only ex­
planation that can be offered is either that the Returns of fihe Educational 1)^-
partment oo^r-state the number of girls in its schools, or thiat many respectable
females, who are able to read and write, decline to admit tliiis accomplishment,
for reasons which I attempt to give el^where. Jlven if ‘ the 6,101 females
supposed to he “ imder Instruction ” in the Census RetEtirns were deducted
from the ** balance ” left under that head, which is neecessarily allotted to
indigenous schools, the total number of pupils m those sclhpo|s would amount
to 63,24t4, but I have preferred to take the la r ^ numbor ^ girls stated in th^
Mucational Eetums, and to reduce the number of pmpils in indigenous
schools to 60,168. As an instance of the difficulty of aascertaining the
number of pupils in indigenous schools, not to speak the large number
reading in private houses, which* is scarcely returned at Jlill, I would refer to
the returns, say, of BawalpiniM, Of this district the polioce returns gave 171
schools! with 3,700 pupils; the first returns of the district offiebersfor 1878-79 gave
802 schools ^ th 5,4i54 pupils, but when Mr. Miller tookc the matter in hand,
the existence of 681 schools witli 7,145 pupils was ascertaimed.* Similarly, in
the Gujrat District there were 574 schools with 7,880 pupiffls in 1871-7^. (See
my Report as Inspeotor of Schools of the Bawalpindi Circle, paragraph i c , and
Statistics, page X X X Il, annexed to the Departmental Reprort for that year.)
I then considered that those numbers were about haljlf of those actimlly
attending the indigenous schools in that district. TJhis yeair the police returns
give only 135 schools^with 2,577 pupils, whilst the District; Inspector of Gujrat
reports 264 schools with 3,518 pupik, or less than hay^the' number in 1871-72.
The private returns^ however, which I have received, givfe 366 schools with
5,418 pupils. As regards the Jheltm IHstrict, which had 67f6 schools with 6,904
pupils in 1871-72, the present year only gives 249 schools w ith 4,080 pupils in
the combined police and private returns.
From this it is clear that, although indigenous educatiion has decreajM^ ia
all those schools which had been ascertained to exist by tHie Educational De­
partment, in the Rawalpindi District itself, the schools thatt had not been re­
ported still continue to flourish. This state of things, I believe, applies to
the whole province, so that, although there has been an eniormous decrease in
indigenous schools, there can scarcely be less than 120,000 ipupils in the Pan­
jab even now attending these institutions or reading in p ri^ te houses, which
shows that, in spite of persecution, indigenous education is fstill endowed with
some vitality, and that it, practically, represents the proatest of the people
against our system of education.

scbooW
Bawalpiindi iic.d uu uuumu vu»u, 1
cui^iuntw were CBIT GU oa I wiin Bimiiar nunnteuets iu
rther ^Btncte, far larger numbera of schools aad pupils than aie now “ returned ” wotndd be eUdted thronahonfrthe
Fimjapk -
 ( 15 )
Statement comparing the numheir o f pupiU in Government and Aided Schools with those in indi~
genom schools, and wiith tthe population ia each District o f the Panjab, and showing the
number o f schools that nnigjht be maintained, in the villages in each district from the one
per cent. Tillages Schooil Gas, at an expenditure o f Bs. 60 per annum {besides fees and other
income to be detailed heirecyfter) on each village sfshool.
c m IfXTUBBB OF
"1 s -J
^So G SCHOI.ABS IN

2 1 J oTEHSilEST
AND AIDKD,
NuMBEJt OT PEESONS
TTNDBB JNsiEITCTION IN
P
Population GOVEBNMBirj, Ali)K D , AHD
■^.3 2 Revenue
District, of the
District.
5| | M x o d l b ANJ>
H ig h Sc h o o is
Total. iK D ieE N oirs S c h o o m . of the
District,
E n g- ; Fe­ I “ I
|il lish. Males.
males. Totiil.
S S>-
60
s-s-i

Delhi 643,515 3,ii)16 249; I52I 4,317 6,443 293 6.736 X 2,419 880,170 146
Gurgaon 641,848 2,®29 89 130 3,118 3.341 47 3,388 x240 1,062,969 177
Karnal 622,621 63 69 1,922 2,715 63 2.778 x856 629,687 103
Hissar 504,183 1,«0(^ 86 6 1.442 1,711 26 1.737 X 295 424,109 71
Robtak . ... 553,609 2,2^ 52 2,378 2,864 33 2,897 x519 882,696 147

Sirsa . ... 253,^5 006 16 622 1.655 84 1,689 1,067 175,692 29

Umballa . 1,067,263 4,8157 136 236 6,229 6,201 164 6,365 1,136 774,088 129

LudiHna 618,835 3,l;22 .183 269 8,574 4,962 291 5,253 1,679 784,581 131

Simla 42;^t5 4S18 61 479 797 416 1,213 734 13,592 2

Julluudur 789,555 5,5117 207 396 6,120 7,329 433 7,762 1,642 1,205,701 201
Hosbiarpur ... 901,381 4,2^76 135 300 4720 8,112 65 8,177 X 3,457 1,240,433 207
Kangra 730,845 2,3ill 46 43 2,400 5,038 94 , 5,132 2,732 6113“L 102
Amritsar 898,266 5,4^27 284 81 6,792 8.656 450 9,106 3,314 782,434 130

Gurdaspar 823,695 5,0ffl3 176 80 c/M 7,438 177 7,615 2,356 1,04^1,330 176
Sialkofc 1,012,14S 4,2®3 110 170 4,483 9,525 455 9,980 X 5,497 1,098,989 183

Lahore 921,,106 4,7172 317 190 5,279 9,815 657 10,472 X 5,193 624,337 87
Gujranwala 616,893 4,0®3 172 70 4,335 7,277 295 ; 7,572 3,237 457,7‘48 76
Ferozeporef 650,519 2,2200 61 119 2,475 3.342 ;181 3,523 1,048 505,229 84

Bawalpiudt 820,51^ 4,1659 68 75 4,302 516 9,415 X 6,113 685,916 114

X
Jhelum 689^373 3,3^'4 61 58; 8,433 4.561 99 4,660 X 1,167 681,785 97
Oujrat 689,115 3,53»0 135 72 3,737 6,831 163 5,994 ,:$2,257 565,961 96
Shahpur 421,508 2,02S4 54 27 2,105 3.562 97 3,659 1,554 379,979 63S
Mooltaa 551^964 3,3512 170 24 3,546 7,025 216 7,241 3,695 518,578 86 '
Jhang 395,296 1,72® 185 44 1.958 3,651 127 3.778 1,820 283,072 . 47
Montgomery 42^529 1,3777 12 53 1.442 3,393 63 3,456 2,014 295,800 4$
Muzaffargarh 338,605 1,56S 22 25 1,612 3,279 122 3,401 1,789 488,908 81
Dera Ismail Kliaa 441,649 1,8622 48 1.958 3,039 41 3,080 1.122 302,519 50

Dera Ghazi Khan 863i346 1,77^ 65 56 1,895 3,349 85 3,434 , 1,539 347,368 68
Bannu 332,577 1,1403 21 15 1,182 2,080 36 2,116 934 388,389 65

Peshawar^ 592,674 1,75® 44 15 1,814 8,183 321 8,504 ix6,600 661,(508 110 i

Hazara 407,075 960) 12 14 986 2,274 20 2,294 ; 1,308 190,615 33 I

Eohat 181,540 ^565 19 375 1,276 21 1,297 ’ 922 86,015 u !

T o t a i.18,842,264 88,17^ 3?,299 2,902 94,379 157,023 xfilOl lG5,v21.|
... 69,345 20,901,137 3,145,
SKomi.— Add Total of gii-ls in Governnnomt and Aided 9,177 Dwliict Total of girls ... 9,177
Schools.
-Grand Total of boys and girls iin (Government 103,55(5 Total innnlK'r of pnpils 60,108
Schools. in indigt'iions schools.

I The-balance, liowevoir, o f 60,168 “ under instruction according^' to th<3

census is greatly under ttlie mark. It is dear that wlien more pupils
are returned as attenlimg indigenous schools than are given by the
^5j0Asus as being “ under* iinstruction ’* (apart from pupils in GoveriiincEit
 ( 16 )
* "k
aided schools), that not only must the reieal number nnder publio
i]®ruction be la i^ r than is reported, but als®o that a further increase
must be allowed for those under private instruction.. In the cases, however, in
which, in consequence of the incompleteness or nona-arrival of the police, dis-
laict and other returns, the number of pupils attendding indigenous schools is
below that shown by the census as being “ under r instruction,*' it seems to
me that to adopt the figures of the census would stitill be below the mark, es­
pecially in such a district as Peshawar, where so maany are under - private in­
struction. As regards a place, however, like Simla^, I cannot take the much
highe'if %gure of the census, because it evidently incliludes a number of Europeans
and Eurasians^ who may be “ under instruction,” thaough not at school, but who
cannot obviously enter into the calculation for the ppurpose of the present en­
quiry. Taking all these circumstances together, II venture to consider that
adopting the Mgher figure, whether of the census ODr o f my returns, would stiU
be below the mark, for, in any case, the very large rnnmbers under purely pri­
vate instruction would still be generally excluded. One thing is certain that
whether one accepts the figures of the census or thoose of my returns, the num­
ber of pupils “ under instruction,” which is not give^en in Government or aided
schools, amounts to, at l^st, 96,585 in the Punjab, s and this I take to be the
lowest number of -the recipients of “ indigenous edducation ” in the Province.
The fallowing instances may illustrate my meaningg : The X>elhi District, to
which the police returns only gave 120 indigenous s scliools with l,764i pupils,
has now been ascertained to possess 216 of these schoohls with 3,314i pupils, whereas
the census only gives 2,419 as “ under insMmction,” so that there
must be, at least, 905 persons more than are retuumed “ under instruction,’*
not counting those who receive private instructidon. Similarly, the census
gives 240 for Gurgaon, in wliich district there are 5S5 indigenous schools with
650 pupils. Xamal has 856 in the census against 11,042 pupils in 77 schools,
according to my returns. Hisar is allowed 2295 “ under instruction* ”
whilst I have 786 pupils in indigenous schools. BRolitak gets 519 against my
763 in 63 schools. Simla, howevesr, gets 734, whereeas I prefer the lower figure
of 176 in 11 indigenous schools for reasons which haave already been explained.
For Rawalpindi the census gives 5,113 as “ undecr instruction, ’* whilst Mr*
Miller’s returns show nearly two thousand more 3 for that district, or 7,145
pupils in its indigenous schools. Eor Gujrat the ceensus gives 2,257, but the
District Inspector of Schools 3,518 indigenous pupilils only, or 1,461 more. Por
Jhelum the census has only 1,167 “ under instructifcion, ” as already explain^;
there it appears thaty^the work of devastation o ff indigenous schools, caused
by the attitude of th^ Educational Department, hiiasbeen most successful, but
my returns give 4,080 pupils, or 2,913 more than thde census,—no doubt a gr^ t
falling off since 1871-72, when 6,904 pupils were rereported as attending indige­
nous schools, but still better than the number of tithe census. On the other
hand, up to the moment of writing, only 224 schoools with 2,414 pupils have
been reported b^r the Police Clerks for the Hoshiarppur District, but it is obvi­
ous that there must be a larger number, as the census mentions 3,457 as
“ under instruction.” I am now awaiting the dflistrict and private returns
which are sure to add to that number. Sialkot has * 5,497 “ un^ler instruction, **
whilst the district returns give only 383 schools vwith 4,379 pupils, and the
police and private returns have not yet been exxamined. Lahore is given
5,193 by the census and 6,097 by the police and pri^vate returns ; whilst the dis­
trict returns havei not yet reached me. For more ddetailed information, I must
refer to the tabular statements at the end of this lepport.
To sum up. Although 60,168 pupila, the Idowest number, according to
the census, probably attending indigenous schoohls in the province, or even
96,585 under instruction not give i h j Governmnent or aided schools (not
to speak of my conjecture that presumably 1220,000 persons receive in­
digenous education in the Punjab), maybe considdered to be a great falling
off from the 300,000 pupils who, accorcUng to myy lowest estimate, attended
school before the annexation of the ^Punjab, it is obbvious that there still exists
a considerable educational material that may yet ' be saved from destruction
and that may even be largely increased and improoved, provided the steps
taken that I will venture to indicate hereafter.
 ( 17 )

INDIGENOUS! EDUCATION IN THE PANJAB.

PA R T 1.

A.—THE UELIGIOUTS AND NATIONAL FOUNDATIONS O'E

INDJIXJENOUS EDUCATION.

T he various forms of imdigenous education in the Panjab are s^^^^nous

with the establishment in ithe Province of Hinduism, JSiuhs^Bfna^tiiism and
Sikhism respectively. As rregiirds Hindus, their ^ da^ ion began when the
Kshatria King confined hiimself to rule and war and relinquished legislation
to the Brahmin. To strengtthen the reason for his existence the latter made^
the four stages, of studentslhip, teaching the Vedas, asceticism and meditation,
into which his life was divided, obligatory on himself, together with
a moral and ceremonial code ; far more stringent and minute than on the remain­
ing castes, and which, indeed}, would have been intolerable to any class not aiming
at spiritual and intellectuall domination. Teaching was, therefore, the link
which, connected the Brahmiin with other castes and, at the same time, secured
his preservation and ascendaancy. It was, accordingly, his aim lo make edu-
ciation neither “ too cheap ” nor too inaccessible, and, punished as the Sudra
was, if he presumed to dictlate in law or religion, to the extent of exclusion
from the instruction in these ssubjects, he was willingly admitted to all other secu­
lar t<eaching, provided he bor©^ himself with humility. Indeed, the necessities and
relations of Uie often compellled the Brahmin to enlarge his circle of disciples,
whilst an ascetic from any (caste or eyen outc&ste could raise himself t c ,the
level of the gods by educatiom and the practice of virtue. Th^a co&sideratibns
are very important in deaUing with the subject of education fff amg Hindus.
To begin with, the moral obligations are in a somewhat descendiisff 4cale as the
caste is lower, so that, in diealing with a Hindu educational question, it is
essential to ascertain the natmre, traditions and aims of the caste that either
r^ e s it or wMch it affects. Then it should never be forgotten that the caste-
system is intended to create aa pride in the discharge and perfection of the here­
ditary profession, so that, whiilst humility is taught to the caste above one’s
own, the limits and dutiess of one’s own caste have a divine sanction,
and are watched with jealously against transgression from all outsiders, whether
higher or lower in Hindu soociety. Thus even the “ Sweeper” , the Mehter or
Prince, has his prototype iin the house of God. Finally, it should always
be remembered that every Himdu movement, notably that of Buddha, Nanak,
and in modem times that olf the educated Natives, has one great aim—the
throwing-off the intellectual ;yoke of the Brahmin. W ith the two reformers it
had the further objects of, & s|, makriig'all classes equal by a high staiidard
of practical morality and, seecondly, of the education which the
Brahmin doled out through tthe medium of Sanscrit, by rendering its tr^ures
into the vulgar tongue. Thius, the Sikhs transplanted into a £ ^ ect, partly
F a n j^ and partly !ffindi, in tlhe widest sense of the latter term, many of the
books and ideas till then clothied in a Sanscrit garb. Among the so-cailed edu-
.ca t^ Natives, the acquisition (of, for instance, the Entrance, First Arts and B. A.
Certificates is, qften, a marketable commodity, which aHa raises the dowry
that they can ask from the paarents of their bride, whilst in the highest caste
iftiching is an obligation whiclh cannot be paid for, and which, if imparted for
payment, can only be excused con the ground of angusta res domi. The efforts,
therefore, of Khatris, Kayaths,, Sillds and othera to acquire the language of their
rulers, whether Persian or Engglish, is, first, a tradition of their caste, and, second­
ly, an attempt to secure a monoopoly of appointments which may give them both
political power and ^ ia l prestige over those higher than themselves in the Indian
scale. The bulk, however, of tHie Hindu population is weU content with the wise
and elastic domination of the ffirahmin, and is ever ready to respond to appeals
on behalf of Sanscrit learning. We thus find endowments throughout India made
to Sanscrit t^ M n g by memberSs of qU castes Mid classes. These endowments were
i^hiefly in land, were either Iheld separately qr m connexion ;pth temples. So
 ( 18 )

much so is this still the case tliat, in. some parts of Itndia, in orrler to avoid a division
of ancestral property among all the members of a ffamily, it is often consecrated to
a temple, of which the eldest son of the donor is cconstituted the hereditary custo­
dian. The Hindu village community also dealt wiith the soil as the caste did with
the person, including that of the teacher; in othier words, just as the highest
instruction in law or religion was, generally, cconiiued to the Brahmin caste,
whilst secular learning was, practically, throwFn open to all, so the allotment
of the soil belonging; to the village community^ proceeded on the assumption
that both the priest and the secular teacher haad a right to a share. Nothing
can more mark the decline of the Panjab—the HCoh-i-nAr among the diamonds
of the English Crown—than the inability of neearly all the witnesses recently
summoned by the Education Commission to ansvwer the question “ How far are
indigenous schools a relic of an ancient village system ” ? Of course, intelli-
jyent Panjab villagers (and there are still manjy wise and honest men among
them) could, even now, answer the question, bult, as no villager was summoned
for Obvious reasons, I will endeavour to do so iin the words both of authors of
repute and of oflScial despatches, corroboratliiig oor correcting their statements by
what may have come within my own humble kudowledge and experience. From
passages in “ Ludlow’s Britisii India” the follow ing extracts may be quoted:
“ Where the village system has been swept awaiy by us, as in Bengal, there the
village school has equally disappeared.” “ TImc third great characteristic of
Hinduism— (are) its municipal institutions, as etmbodied in the village system . .
which deals with the soil in an essentially persomal way. . . The occupants of a
given space of land are no mere aggregation of Uiuman units, but an organised
body, to which certain functionaries are necesssary, which enjoys, as a body,
certain ^ghts over the soil, . . . even though wiithin that community (certain
persons) should be entitled to rights of what we^ should call absolute ownei^hip.
feveijwhere the community has certain officers rrepresenting all th(»se functions
'w;bich appear ixy be most essential to village Iife3. First, is the headman, repre­
senting the whole community as towards the Goveernment; next, is the accountent,
keeping a description of all the village lands,, with the names of holders and
terms of holding, and the accounts of individuaals and of the village, drawing
up deeds, writing letters. Then the police-officcer, not a mere paid watchman,
but a member of the village, hereditary, as I hawe said, in his functions; enjoy­
ing as the price of them a certain definite amomnt of land. The priest, often a
Brahmin, is another of these officers, hereditary»r in like manner; in like manner
holding the priest’s land. The schoolmaster, offten also the astrologer (though
in other cases they are distinct functionaries), iis another. And do not suppcfee
that this is an office which has fallen into diesuetude . . . . In every Rindu
village which has retained anything o f its form i . . . the rudiments o f knowledge
are sought to he imparted; there is not a chiild^ except those o f the outcastes
{who form no yart o f the community), who iis not able to ready to write, to
cipher ; in the last branch o f learning they are cconfessedly most prqfideiit.........
The astrologer . . . has to keep account of luckyf or unlucky days for all manner
of operations; .........and part o f his duty is to parepare an almanack every year.
The money-changer and silversmith assists thee headman, assaying all money
paid. The smith is another village functionarjy, together with the carpenter,
the barber, the potter, the leather worker, aand such other tradesmen as the
necessities of the village may reqmre|£i ijucludin^g, it may be, the tailor, washer-
man, cowkeeper, physician, musiciaiM^iwm^^r^’^ {{who is also generally the village
genealogist) . . in other parts even p “ superrintendent of tanks and water­
courses becomes a component part of the villag^e system. ”
“ It is only the hereditary character of thesse functions, and their connexion
with the tenure of land, which can explain tliie wonderful permanency of the
village system. It varies, of course, infinitely iin its details. The functionary
who is here paid by the ownership or from the produce of a given field, receives
elsewhere a certain share of the general producee,—every twentieth handful of
grain, or the like—or even a money fee. TPhe village corporation again, as
Elphinstone shows, is often distinct from the. . . village landholders, who have
unxier them permanent and temporary tenanits and labourers, besides shop­
keepers . . . The joint ownership of the villages land, by the villa^ community,
must have been originally the rule throughout 1the whole of India. Of course
not only t||je\j^int ownership, but the idea of .' the village comii^UDity itself has
 ( 19 )

Ix'on "wholly swept away in mamy instances, partly in more. But even in these
it lingers yet in the speech and minds of men; it clings, as it were, to the soil.
Even where the functionary hass disappeared, his land retains the memory of
his functions. T h e ‘ s c i i o o l m a i s t e b ’ s f i e l d s , ’ the ‘ watchman’s field’ never
disappear from the village hookts; and the restoration of them to their original
purpose is always hailed as an cact o f justice^
As for the places of instrucction, whether in towns or villages, the great
object of the Hindu legislatoir of bringing teachcr and pupils into personal
relations of respect on the one sside and of affection on the other was every­
where carried out to minute dettails, which seemed to anticipate every possible
circumstance. I'he larger projportion of schools were, therefore, held in the
houses of the most liberal patroin, or were invested with a religious or popular
sanction by being attached to, o>r held in, temples, the enclosures to the huts of
Fakirs and in the Chaupals or 'Willage Halls. Above allT was the effort of both
wealthy individuals and of comnnunities directed towards the emancipation of all
teachers, especially those of reli^gion, from worldly cares, on the tacit or express
assumption of their imparting imstruction gratuitously, for nothing so degrades
education in the native mind,, except in what may be called the worldly
castes of Khatris, Kayats, S<ids,, Kalals and others who are now benefiting by
English education, as they formeerly flocked to the Muhammadan Perso-lCuranie
schools, as the imposition of a rregular fee. We, accordingly, find that most
of the education given by Brahmiins, certainly to members of their own caste,
was gratuitous, as it, indeed, sttill is, whilst in innumerable instances, now un­
fortunately reduced to an ascejrtainable number, the teacher both fed and
instructed his pupil. Even: ntow, wherever the indigenous teacher of the
higher order has any other meams of livelihood, as, for instance, when ho is a
family priest or physician (a proffession which, low in its origin, has been raised
by learning), he will gladly impaart gratuitous instruction, not only to the sons
and relatives of his client, but too all others who may wish to avail themselves
of it. Indeed, I am not acquaimted with any Native, Hindu, Muhammadan or
Sikh, who, if at all proficient in any branch of indigenous learning or science,
does not consider it to be a jproud duty to teach others. Even among those
educated natives ” who have mot thrown aside social or religious restraints, 1
have known men devoting half cof their slender incomes to maintaining schools
or pupils at them. It is only thoose who have benefited exclusively by our system
of education that have not contrilbuted to educational endowments of any kind—
one of the first thoughts of a Ntative as soon as he is somewhat freed from
household anxieties,
As for the mode of instructiion, it also bore in every one of its features the
emphatically practical as well as : ideal aim of the Hindu legislator. It is all
very well to laugh at regulations ; regarding dress, times of reading, manner of
addressing the teacher, friends land fellow-pupils, when we either ignore the
circumstances which gave them g)oint, or when these circumstances have b^n
swept away. SufBice it to say, tmat from the humblest beginnings in educatioja
up to the highest cotxrsea^ HEindia metaphysics and science, gr^t wisdoijii
was displayed. Traces of the ‘“ Kindergarten” system are still found. Tto
simplest means for arresting and keeping attention are still, often resorted tS.
The moral and mental capacities (of children, according to their spheres of life,
were, everywhere, carefully studiced and cultivated. A respect for learning was
inculcated, which was the solatce of the humblest in his daily avocation, who
only awaited opportunities for acgjuiring it. A ^ t e for poetry, itod for philo-
sophical and religious enquiry, spread even to the lowest^ castes, if not to
outcastes. Among the many namies that are stiU remembered, we need only
refer to the inspired weaver, tlhe Julaha KaUr^ the Chumar JBaw i)««, the
Dhobi iVam Deoy and the immiortal Valmiqi^ the author of the Eamayana,
whom popular report holds to Hiaye been, a highway robber of the despised
Ch^a outeaste.
True, there was no class-instrruction, as in our schools, reducing all intellects
to the same level and retarding tHie industrious for the sake of the dullard ; but
disputations in Sanscrit among tthe students and the repetition of th© day’s
ieason ia chorus on the wspersion * of the school encouraged such emulation as
 ( 200 )

may be necessary, whilst the separate insstruction of the pupil and his devotion
to his work during the tiine that he was Mot reading with his tutor, stimulated
those habits of reflection and of private sstudy, in wMch the student in our Gov-
emipent schools is sadly deficient. Them again, when he grew older, he travelled
to leam pliilosophy ilnder one tutor andl law under another, much in the same
as students of ^ rm an Universities ^visit various seats of learning in order
ty hear, say, International Law at Hteidelber^, the Pandects at Berlin, &».
Indeed, the temi lndo-GermMiic may ll>e applied to other affinities of the
Indians at one end and the Germans at aanother besides those of language. The
practke of every German Doctor being aallowed to teach in the faculty ” at the
University where he has graduated, whiich, indeed, is the meaning of Doctor,"*
has its counterpart in both the function mad the signification of “ Acharya,” the
Muhammadan **HaMm ** and the humbler Guru. Every student, who has
finished his course, teaches what he has? been taught or takes up a sub-divieon
o| Uie same subject, much to the advamtage of his speciality, a practice which
hat 'greatly contiibuted to the intelleoctuM activity of German Universities,
wh^e professors and g^ u ates are noit merely “ teachers,” Lehrer, but “ in-
cr^ ^rs,” Mehrer, of their science, by tlKa admirable method of co-operation in
th^plivery of lectures and by the stinnulus which is thus afforded for original
inv^tigation. Thus, in the parallel bettween the relies of the Kindergarten ”
systemrihe omnipresence of moral and iireligious instruction, the learned “ dis­
putations” of students, the peregrinaations from one eminent professor to
another, **facuUp** of t^ h iu g coonf^rrad on “ absolve^” graduates, ifre
have a pcowel between India and Germmny, which should induce the ordioMT
Bnglish critip to pause before he condemms indigenous education. Above all,
was it in the maimer of t u b in g granmmar that Panini became a model to
Buropean philologists, whilst in philoso]^hical reasoming is not a single
EiM»pean systew^^ i it has not Tbeen preceded by an Indian school or
thinker. Even in enquiries connected iwith natural histery and with man, the
nuinerous BanlKsrit monographs still eattant^ on thei influence of sound on the
passions, on the diseases of animals, afford a mine of res^irch, which
we would do well to explore, before it fliaally closes with the immediately im­
pending extinction of tneir ^ditional ei9xpounders or possessors, owing to our
unwarrantable neglect of the indigrenouis civilisation of this country.

I need scarcdy explain that my acooount of the ancient methods and means
of instaruction in indigenous schools muist be contrs^ted with the reports of their
remnants throughout the various disttricts of the Panjab, before a faithful
picture can be drawn of the present sstate of things. The enumeration, for
mstance, of the books which are taught b in Sanscrit schools does not mean that
they are all tai^ht^in a ll the schools; bbut that these books ought to be taught
wherever they mm available, which, witththe exception of the Eigyeda and one
or two other bddks only taught, as far ass I know, at the Lahore Oriental College,
is generally the case. We must remennbOT that the country is in a state of
educational despondency; that, jn very' many places, official influence has been
brought to bear to drive away or to smppress the indigenous school; that the
religious feeling has received a great shtock, first, owing to the annexation of the
province by non-believers, and secondly;, by the influence of a foreign rule and
of a secular education. When, howevm, we still find that over 80,000 pupils
receive their education in indigenous fschools in spite of all discouragements
during the 26 yeaijs of the repressive acttion of the Educational Department, and
that ii]^ l/th e ancient traditions of teaiching are not yet dead ana can be easily
reYirm^amd utilised, provided the^royiince does not continue to be sacrificed to
the personal jii^erests of a few Euroj^&m. officers, we are put into the possession
of a material^or education which it vt^ij|Lbe our fault if it is not developed into
useful, loyal and religious citizens. J u :^ a s the introduction of specimens of
the art-industry ^f<Endia has tended larfge%to develop the present artistic taste
am ong E nglish^orl^i^, so did the m e^oda o f instru ction p u rm ed m in d i­
genous schools i n f t u e ^ the schools in jJE!ngt6^ . Lest this statement be con­
sider^ an unsupported thoose E n^hm en who are not aware of the*
debt of gratitude which thJ^^#i>tb incdigenous schools, I will quote a para­
graph from the first Educational I^ ^ ^ tch of the Court of Directors which was
issued on the 3rd June 1814. A ft^ sp^^^ng in terms^of praise of the mode of
 ( 221 )

instruction at Hindu homes*, and offerimg encouragement toits fui^therprosecu­

tion by a ^adation of honorary marks olf distinction, khillats and titles in con­
formity with the immemorial usage of ESastem Governments as regards learning,
the Court of Directors proceed to point oout that the indigenous village schools
are a part of the village system, and thait they have formed a model to schools
in England. Mr. A. P. Howell, in his “ j Education in BritisliTlndia prior to 1854
and in 1870-71,” introduces the passage iin question in the following words:—

“ The following paragraphs from tlhe same despatch are remarkable for
their reference to the indigenous schools?, and to t h e i r m e t h o d o p i n s t r u c t i o n
WHICH WAS ACTUALLY BORROWED FOR AEDOPTION IN ENGLAND, as also to the
3rinciple, afterwards developed throughhout th^ several provinces in India, of
! ocal cesses levied for the establishment and maintenance of elementary rural
schools:—

“ We refer with particular satisfactidon upon this occasion to that distin-

guiehed feature o f internal polity which ^prevails in some parts of India, and by
which ike instruction o f the people is proovided fo r by a certain charge upon the
produce o f the soilt and hy other endowmtents in favour o f the village teachers^
who are thereby rendered public servantss o f the community,

** The mode o f instruction that from i time immemorial has been practised
under these masters has received the highhest tribute o f praise by its adoption in
this countryt wider the direction o f the jEBeverend Dr. Bell^ formerly Chaplain
at Madras; and it is now become the mocde by which education is conducted in
our national establishments^ from a conmiotion o f the facility it affords in the
acquisition qf language by simplifying thie prooess o f instruction,

“ This venerable and benevolent insstitution o f the Mindus is represented

to have withstood the shock o f revolutions^^ and to its operation is ascribed the
general intelligence o f the natives as <scribes and accountants. W e are so
strongly persuaded oj its great utility^ tthat we are desirous you should take
early measures to inform ywirselves o f iUs present state^ and that youwiU report
to Us the result of your inquiries^ affordiing i/n the meantime the protection o f
Government to the village teachers i/n alll their just r ights and immwnities^ and
m<irkingi by somefavourable distinction, tony individual amongst them who may
be recommended by superior merit or aoq%mrements ; for, humble as their situa­
tion may appear^i f judged hy d compa/riison vnth any corresponding character
in this country, we understand those villofige teachers are held in great venera­
tion throughout India.** Mr. Howell coBmments on this as follow s:—

“ There is no doubt that from time > immemorial indigenous schools have
existed, as here alleged. In Bengal alon«e, in 1835, Mr. A ^ m estimated their
number to b6 100,000; in Madras, upon an enq|i^ instituted byi Sir Thcmias
Munro in 1822, the number of schools w as rei^ffed to be 12,498, contai; ling
188,650 scholars; and in Bombay, aboutt the slime period, schools of ia siiiilar
prder were found to be soatteri^ all osver the presidency. It is much to be
regretted that, as each |)rovince fell undesr our rule, the Government did not
advantage of the tmie when the pisrestige of conquest or gratitude for
delivery from war and oppr^ion.were sttrong in the popular mind, to make the
village school an important feature in thee village system that wa>s almost every­
where transmuted to us. Mad this been. done, and had the numerous village

• We are indiued to think that the inoode by vhiclsh the 7^ame<2 Hindns m iA t he disms^ to concur
with 08 in proseoating those <J)jectB woold he by onr to tta piaotice oi an nsi^e, long estaUishod
amongst them, of giTiug instruction at their own homes,3, and our encouraging them in the exercise and
cultivation of theur talents, by the stimulus of honorary 7 marks of distinction, and in some instances by grants
of pecumaiy assistance. '
“ The influence of such communications could not to be strengthened by your cansing it to be made
known tbat it is in the contemplation of the Britiflh GoT^firnnient to introduce and entablish amongst the nativen
a. <n»^ti<ai of hsuOTary distinetion, as the reward of m e^ t, eitibcv b y f ^ public pw*ent*tion ot oranments of
dress, in conformity with the usage of the East, or bj^y conferring titles, ae by both, as may be dwmtHl mosj
grateful to the natives; who should 00 invited to oommanidcato their ideas to you npon points so moch connected
with their feelings”
 ( 22 )
allowances been diverted to this ohjecti and had the ©overnment devoted itself
to the improvement of school-books and school masteers, instead of establishing
a few new schools of its own, and thereby encouragimg the belief that it was fo r
the State^ and not fo r the community^ to look afUer education^ the work of
general improvement would have been substituted fbr the work of partial
construction, and we should now have had in every jprovince a really adequate
system of national primary education. Sir Thomas j Munro aimed at this in
Madras, as did Mountstuart Elphinstone in BoimKay and Lord William
Bentinck in Bengal; but their views were overridden, by men who, if less far-
seeingj were more persistent.”

“ The Despatch concluded by a request that the^ Governor General would

take “ the earliest opportunity” of submitting fo r consideration any plan
calculated to promote the object in view.

But the Government was then engaged in the war with Nepal, and sub­
sequently in tranquilising Central India, and thee expense and financial
embarrassments entailed by these measures prevemted immediate attention
being paid to the views of the Court of Birectors in regard to education. It
was not until these wars were concluded and the fiinances restored, that Lord
Moira took up the subject in a manner which led to the more decisive action
of his successor in 1823, when the Parliamentary gramt was for the first time
appropriated. This seems the best explanation of “ THE GREAT OMISSION”
which was commented on in the Parliamentary enquiiry of 1853.”

It was, however, natural that a commercial GoveBrnment, like that of the

Pirectors, should eventually sympathise with the Endian shop-keeping class,
which desired that their children siiould be raised abo>ve their sphere, and which
paid fbr English education, whereas Oriental educatiom, although it stimulated
native liberality in the form of mdowments, had to b » paid for. Accordingly,
under the. pressure of the Babusand Anglicists; lK>rd Bentinck ordered, in his
flesolution of the 7th March 1836, that *‘ all the ffunds appropriated for the
purpose of education would be best employed on English education alone ” ;
“ that no stipend should be given to any student Hhat may herpafter enter
at any of these (Oriental) institutions*’ ; and “ thatfc no portion of the funds
shall hereafter be employed on printing OrientaU works.” Although the
^‘ General Committee of Public Instruction” (to whicJh honorary body India is
more indebted than to any p id Educational Dejpartment) reconciled this
Resolution with the ultimate aim of both Anglicists and Orientalists,—namely,
the diffusion of knowledge through the m e ^ of thie yernacular languages,—
.the Asiatic Society, in language which may be deemeed too strong, but which
was prophetic when the present state of the decline of indigenous education
is considered, not incorrectly described this Resolution as "destructive,
unjust, unpopular, not far outdone by the destrucBtion of the Alexandrian
Library itself,*’ as is, indeed, the case in the loss of Sianscrit manuscripts alone
sin.ce the date of that Resolution. Mr. HoweU’s remtarks on the subject of the
consequent neglect of indigenous education deserve t(o be quoted : “ It will be
a matter of regret to those who have marked the imp#ortant part played by the
clergy in all countries in the work of State educatiom, that measures were not
taken ia;t this stage to secure the cordial coroperattion of the Maulvis and
Pandits—the clergy of India—in the new policy.’*

A few quotations from the Hitopodesa, Niti Malla, Manu and the Maha-
bliarata, sent to me by Babu Navina Chandra Rai, miay be interesting as inci­
dentally showing the importance of education in raisimg the lower classes, the
great value attached by Hindus to wealth as a means ffor the practice of virtue,
and the teaching power (which our system has nearlj^ destroyed) that natural
affections and religious duty vest in the father and mouther (thus implying the
existence of female education). The gradation of stucdies in indigenous Hindu
Kchools of, first, reading the text, then committing iit to memory, a practice,
to which we largely owe the preservation of the Viedas and of many other
 ( 23 )
treasures of Sanscrit leamiing, then understanding its purport, and, finally,
currying out its precepts, sttill follows the instructions of Manu, X I I , l 0 3 :—

On the merits ofleearning and teacUnq from the Hindu Shdstras.

S b il e c t io n s pb B m t e b H it o p o d e s a .

• Or learn’nir Knowledge* is the best among all things, for it can neither he
* lost,, nor sold, nor destroyed.
It is knowledge only which, when attained, even by a low man, bringfs him to an intercourse
with the haughty King and thenice to fox’tune, just as a river leads one to the ocean.
Knowledge gives humility j fBrom humility one obtains ability, from ability wealth, from
wealth virtue, and from virtue haippiness.
'I'here are two kinds of knowUedge which glorify a man—the knowledge of Siasira, arms,
and the knowledge of Shdsira, litesrature and science. The former becomes ridiculous to an old
man, but the latter is ever esteemied.
Learning removes numerous doubts; it shows things invisible; it is like eyes to all; who­
ever does not possess it, is indeed blind.
Une learned son is better thain hundred illiterate ones; one moon removes the darkness,
which all the stars together cannot do.
A father who conti'acts debt» is an enemy; a mother who is unchaste is an enemy; a
wife who is beautiful is an enemy' j and a son who is not learned is an enemy.
A boy becomes learned by thte training he receives from his mother and father. No one
can become a learned man as soohi as he is born.
A mother is an enemy and a father is an enemy who has not taught (her or his) child, (for
Buch a child) is noWuited to the siociety (of learned men), justifcr a heron is not suited to the
society of swans.
Those who are gifted with beauty and youth, and descended from a high family, do not look
well if they are illiterate, as the fliowers of the palhs tre^ (though beautiful) do not look well
for want of good smell.
The time of the wise passes im literary parsuHs Uttfrally, in practical and literary amuse­
ments), but the fools spend their tfeime in evil pleasures, sleep or quarrel.
The illiterate have thousands of,occasions eveiy day for sorrow and hundreds of occasions
for fear. Not sothe learaed.
There are two delicious fruit® of this world the poisonous itiz.f the nectarine taste of
poetry and litepfiturre, and the socieety of good people.

On tthe merUs o f aequinug knowledge.

Knowledge is a man’s superio^r beauty and bidden treasure. Knowledge is the cause of en­
joyment, fame, and happiness. Knowledge is the teacher of teachers. Knowledge is one’s
friend in a foreign country, Kniowledge is highly divinp^ knowledge, and not wealth, is
respected by Kings. One who is wanting in knowledge is a brute.— (Niti M^la, p. 99.)
Who can vie with those whosse internal wealth consists of knowledge, which is invisible to
a stealer, which nourisheth always^, which increases by being given away to the solicitous, and
which is not destroyed even at the destruction o f the Universe. The King hears those w 1m>
possess knowledge.— (Niti Mala, pj. 100.)
Trifle not with those learned nnen who have attained the highest object of life. The vulgar
Lakshmi (wealth), which is like a straw, cannot overcome them, just as the soft fibre of a lotus
tree cannot bind the elephant, who»se bl^k cheeks have got the fresh lines of lusty youth.—-(Niti
M616, p. 101.)
The jewel of knowledge is thee greatest of all riches, for it cannot be carried away by rela­
tives as a share of inheritance, or biy thieves, nor is it reduced by being given in charity.— (Niti
Maid, p. lOi.)
Among all things, knowledge is'invaluable, as it can never be lost, sold, or reduced.— (Niti
Mala, p. 104.)
As jewels are without dress, fcood without ghee, a woman without breasts, so is life with­
out knowledge.— (Niti Mila, p. 1®5.)
It is not equal to be a learned man and to be a King, for the King is only honoured in his
own country, whereas a learned mmn is honoured everywhere.— (Niti p. 108.)
A learned man possesses all thie good qualities, while an illiterate man has only vices.
Therefore one learned man is superiior to thousands of illiterate men.— (Niti M£ld, p. 109.)
What is the use of high family if a man has no talents ? A learned man, even i f he cannoi
boast of good family, is honoured by the gods.— (Niti Maid, p. 111.)
The moon is the ornament of tthe stars, tlie husband is the ornament of the wives, the King
is the ornament of the earth, but kmowledge is the oruament of alL— (Niti Mdla, p. 112.)
 ( 2J, )
Elixir should be extracted ont o£ poiBons, gold should be extracted out of excre­
scence, good knowledge ihould he obtained even from, a low man. A good wife should be takea
even from a low family.— (Niti Mal£, p. 118 and Manu.)
A wise man, when striving after knowledge or wealth, shonld think of himself as one who
is never to die or to become old; but when performing a religious action he should consider
himself as being dragged by the hair, by death.— (Niti Mila, p. 114 and Hitopodesd.)
One who seeks after pleasures should give up (his hope of obtaining) knowledge. One
who ieeht after knowledge should renmnce pleasuresy for one who hankers after pleasures cannot
attain knowledge, im vice versd.— (Niti M ^ , p. 116.)
He is noi aa old man who has grey h ^ s ; if a young mMi is learned, he is (considered by
gods to be elderly.— (Mahabharit.)
Those who have read books are superior to the illiterate •, those who have committed io
memory (the subject, they have read) are superior to the mere readers of books; those who
understand the purport are superior to those who commit books to memory; and those who
follow theprecej^ts are superior to those who merely know tiiem.— (Manu, X II, 103.)
A few quotations from the Adigranth, Sar-uktawdli, and GMnaka, although
more properly belonging to m y account of Sikh indigenous education,
furnished to me by B ^ s Dhrit Singh and Jewahir Singh, may also be referred
to in this place;—
Translation o f some o f Sloksfrom Sikh religious hooks, original or adoptedfrom Sanscrit.
(1) After completing his education, he feels his interest to be in doing good to others.^
{NanaJ^s Asa, Shabad 2o.) (2) The more he studies under a tutor^s directions, the greater *
the popularity and respect he gains. {JRdg Prahhat Shahad ?.) (3) As he studies deeply, so
shall he find pr^isely, what truth is; a^d shall thereafter meditate and pray to the true
God. {Bdg EdmkaU Pause S3.) (4) To sp^k truth day and night, and to Kve in the
company of educated men, is pleasant; for these men distinguish virtues from sins, and cause
falsehoods to be discarded. The learned,” s^ s (learned) Nanirk, argue that true happiness
abide with God alone.— Magh~U~ Far Sloke 18, after Pause 17.)
5. An man, like a flower without smell, is regturdedto be of no value (respect),
though he may be handsome, have wealth, pubfert^, a>nobld family and many relatives.—(Sir
Uktdoali, Chap. 8, verse 19.)
6. A learned man is an ornament even in the assembly of EKunts, though he may have no
ornaments, or clothes, and though he be ugly in appearance.^ (6'<^. o. 3, v. 20.)
7. Knowledge is a power, causing nmn to be successful in every business. It is the
giver of honor and wealth; therefore l^e libera^>minded ought to cultivate it.—>(5<^r. o. 8,
V. 24.)
8. Bead again and a^in, and thy knowledge shall increase a thousand fold. • As the
water standeth on the lower part of the earth, fo should the knowledge acquired be kept in the
foremost point of the tongue.t— (iSar. o. 8, p. 25.)
9. There are five treasures of happiness, which are undecaying, and have no fear of
being looted:— (1) learning, (2) activity^ (8) a knowledge of a handicraft, (4) sound
judgment, and (5) good manners.— {S&x. o. 8, v. 10.)
10. A hidden, vast and immeasurable tr^ure is k n o w l e d g e ,believe it to be the sub­
stance oif man. Knowledge provides reputatftn, happiness and enjoyment, and makes the
lecder oi xmvL.—Sdr. c. 3, v. 21.)
11. Knowledge is a friend in a foreign country, and is higher than a god (Dev). It is
espected by Kings, and is the killer of sins; without knowledge, man is nothing more than
au animal. {^Sdr. c. 8, v. 12.)
12. Sleeping, eating, cohabiting, and fear are equally seen in both man and animal. It
is knowledge which distinguishes man from animals, otherwise the former is no better
the latter, {^dr. c. 8, t>. 18.)
18. Men without righteousness, suavity, virtue, liberality, devotion, and knowledge, are but
burdens on this perishable earth. They, though in a human body, live like deer. {The same,
V, 14.)
14. A deer furnishes five things,—hide, ilesh, .“ind horns, &c.,—^to mendicants (Munis),
hunters, and trumpeters, &c., respectively. Thus a deer, by virtue of five things, is more
useful and generous than a man devoid of the six principles (mentioned in last-preceding
quotation).
15. Can a man judge right from wrong without knowledge'^ The blind can make no
distinction among the sliEtdes of different colors. {The same, v., 16.)

• Dr. Trumpp translates the passage as follows :—

‘‘ (When one) is meditating on sciencc, then he is rendering services'to others.”
11 take this to mean that “ .« it is the natunvl tendency of water to flow downwards, so it is the duty of
lennied man to keep his knowledge always ready for immediate communication at the tip of hU tongue.”
J “ Uddam” is ralher being ever-ready for work and is opposed to procrastinfttiOn.
 ( 25 )
16. An illiterate man is served in liis own home^ a land-owner is respected in,his villa^,
a King is obeyed in his kingdom, buit the learned is worshipped everywhere. (Thdsaine v. 17.)
17. One who does not obey the? commands of his teacher—be he a teacher only of one
letter—will, after transmigrating inlto different bodies of a hundred dogs successively, be* bom
in the house of a sweeper. {The satme, v. 18.)
18. Knowledge jixoiecis like a miother, cherishes like a father, and loves like a wife. It
is a remedy of grievances, and a soairce of comfort. {The same^ v. 23.)
19. The mother and father, who do not look after their children's education^ are their
enemies ; because uneducated men arre never respected in society, as a heron in an assembly of
swans. (Adapted from the Hitopadlesa.^
20. It is thorough learning whiich enables man to reason in politics; without politicians the
country cannot rise.
21. Wearing a crown, armletts, bracelets, ear-rings, and pearl-neeklaces, having a
face as the moon, eyes attractive as the lotus-flower, a body as that of Kam (god of love);
and marrying a wife as beautiful’ as Rati ^ ife of Kam) who, after bathing, polishes
her body with rubbed sandal-wood aind saffron, and weaves every hair with delicious perfumery,
are, no doubt, things which beautify’^any man, but are worthless, even disastrous, in the end.
22. The only ornament which smrpasses in rank all others (quoted in last preceding passage)
is Vedic education, which, in a shorrt period, beautifies and adorns man, and causes him to
taste all the fruits that spring up from this essence of light. Brahma has created fourteen
worlds, but nothing is more precious iin his creation than learning. Therefore, says Hardyal,* a
man ought always to cultivate learming, if he wishes to gain the four Padaratha {i. e., right­
eousness, riches, enjoyment, and salvration).

As regards Muliammadams, they emphatically value education “ for -its

own sake ” and, therefore, singular as this may sound to us, they avoid, as a
rale, tile GoYumraent school®, in which neither their religion is taught nor
are the a ‘nd and cliaracter culiiivated, but only worldly advantages are secured.
I have TJiys^lf been parti illy ed\icat^ in a Muhammadan school, where I
learnt Arabic and committed large portions of the Kuran to memory. The
system followed and the in^truiction imparted in the precepts of morality and
prudence have, with some detfects, a. number of excellences which would be
sought for in vain in Governmient scliook. 1 might quote numerous passages
from Arabic, Persian and Turkdsh authors to show that the advantages of popu­
lar education and the importamce of self-government and of the impartial treat-
'ment before the law of all sects are religious duties ii5C«ri}>;ent on all Muham­
madans, which Turkish over-ze.‘al and the subsequent predominance of the SAras
given at Madina over those deliivered at Mecca may have occa^ jOiiaily obscured
when lslam was fighting for its existence with other , creeds. lYhat ]Sstw«Kfem-
madanism is capable of as an agency of civilization in the highest, even modern^
sense of the word, may be gathiered from Genei'al Khainid din’s book on the
ways of governing,a rather freee translaiicfflL of '^Al-iKasalikfilmem^ik,’’ now
translated into Urdu. I wish, howeve?*, to confine mj self in my quotations to
what is most generally known iin India, and ther^j, above all, I find a significant
saying current, which shows thte duty of the State towards religion: ^^Al-mulk
toad-din tawdmdni’’*—'" Govermment and religion are twim,'* for no Government
can expect to be permanent thjat neglects the religion of its subjects. Nor is the
“ Bin ” referred to in this placte the Muhammadan religion exclusively, for the
saying is quoted by the wise Miinister Abulfazl of the wise.Vkbr.r in justification
of his supporting all denominattions alike as a Government official. Besides,
the meaning which underlies “ D in’^is that or an obligation^ as in incurring
a debt, and is equivalent to the same sense in , as still further brought
out in the French “ reMgieux,” a man who is Uk?: • ^ vnvt obuiC^^tion to be a
monk, an idea which is similarliy paralleled iii tu? rv/ot p\i wellasappli-
cation of the Murdbit monks off Kabylia from “ rabata ' - -he bound. “ AWUm
farizatun a’la kulli Muslimini wa Muslimatun — leammg is obligatory on
every Muhammadan man or wcoman ” may be interpreted to refer only to religi­
ous learning, were the Madts on* tradition of the sayings of the prophet not ex­
plaining th& tA\-ilm ilmdni^ ilm ul abdan, wa ilm-ul-adyan == science or
earning consists of two parts, tlhe science of bodies (of the natural) and the
science of religions.” The pluraal here seems almost to indicate not only religious
matters generally, but the stud^ of more than one religion. Again, “ Utlub al-
• Hardval’sSnktavali, from which the sayiing “ Patience ie an ariBonr” bus bfGorji?! nroverbial. His compi’Htiou
of Sar-uktavaU and bis Sabhajit or “ victory in Courts ” contain numercub gayiugB iiks the above.
 ( 26 )
ilm wa in kana fis-Sini = seek for knowledge even if it is (to be found only) in
China,” which clearly shows that* whatever reputation for the cultivation of
sciences distant China may have had in Arabia, these sciences were certainly not
orth6dox from a Muhammadan standpoint. What Bm*opean science and liter­
ature owe to the Arabs and to the Spanish, Sicilian, French and even English
“ schools” which they taught can never be sufficiently recognized. In compara­
tive chronology Al-Birdni is still a master, whilst in saving portions ot Plato and
Aristotle from oblivion and in laying the foundation of clinical medicine, the Mu­
hammadans have laid Eurppe under an obligation wliieli it has ncit yet discharged
to tlie adherents of that cieed m India. When I come to dcsciibe the indig­
enous system of Muhammadan education, I may have occasion to refer te
the important mathematical, astronomical and philosophical works still studied
m their schools. I qubte, however, some passages from the Koran and Hadis,
sent to me by Munshi ICaram Ilahi, as current in the Panjab, for, let it be
remembered, tliat even where the boy learns the Kuran only by rote, he obtains
a knowledge of its general meaning, from the practice of his reUgious duti^, as
also from the explanations of his father, which the latter derives, however illit­
erate he himself may be, from the experieiices of his longer Kfe, « ) that words
derived from Arabic and used in Urdu translations are often more fa m ily to the
vulgar than newly-coined terms in its own vernacular.

JExtraeia froM the Ktiran, and the HadU on the MerU o f Knowledge from m eompilatim by
Muntki Karmn llaki and pa8tage*ffom the “ Ha4U ** hy Maulvi Abdul Haiim,
1. Whoever has been given wisdom has indeed b^Q given wbat is
K u ean .
' {^twnyTilkarrnmKMuH* 3.)
2. Ilie learned amd the QBierate are never eqtial in rank.
K ueah .
{Seeti<m 23, Bvht* 1.)
8. Those who have eyra and those who have not are never equal in rank.

{Seetion84fB»iu6,SuraM m in.)
4. 01 G<^*8 creation thoM alone fear <3od who are learned.
KcfiAK.
{S^ion 22t 4.)
5. Those who have believed and hai^ received knowledge^ God exalts in rank.
KuBAir.
(Seetim 27, I)
6. God gives him knowledge of the true faith whom He wishes to make good.
K uban .

7. One hour’s teaching and learning is more righteous than a whole night*is< prajer.
i H adis .
8. When a man dies, his actsdiewith him, except tnree, namely, a perennial chanty* (a
permanent charitable endowment),or his learning whereby (posterity) is benefited, or a virtuous
son.
H adis .

9. Two men are enviable j he who spends his w«dth in alms and he who benejSts others
by his l^rning.
H adis .

10« The dwellers of Earth and Heaven and the fishes of the watera crave forgiveness for
the learned. A learned man is as superior to a {mere) devotee as the light o f the fu ll moon is
superior to that o f the stars. The learned men are the heirs of the prophets. Indeed, the p r e s ­
ets have not left behind them silver and gold coins but have left knowledge. Hence who­
ever has attained knowledge has received their full inheritance.
H adis .
11. A learned man is as superior to a (mere) devotee as I {MuhammaS) am superior to the
least amongst yon.
H adis .
12. The world is damned and so is everything that is in it—except the remembrance of
God and those who remember Him^ as well as the learners and the teachers of knowledge.
H adis .
 ( 27 )
Intimately connected with the subject of indigenous education is the
question of the absence of religious teaching from Indian Government schools,
in defiance of the educational experience of both Europe and Asia, on which
Mr. Howell comments as follows: “ In India, not only is there no religious
teaching of any kind in Government schools, but even the aided schools under
native managers are generally adopting the same principle. I believe this
result was never anticipated, and I am su^*e it requires attention. In k in g to/
the rapid growth of our educational system, and to the enormous influence for
good or evil that a single, able and well-educated man may exercise in this
country, and looking to the. dense but inflammable ignorance of the millions
around us, it seems a tremendous experiment for the State to undertake, and
in some provinces almost inonopolise, the direct training of whole generations
above their own creed, and above that sense of relation to anotlior world upon
which they base all their moral obligations; and the possible evil is obviously
growing with the system. It is true that things go smoothly and quietly, but
this is attained by ignoring not only the inevitable results of early training on
the character and the great needs of human nature, especially in the
East, but by also, ignoring the responsibility which devolves on the Govern­
ment that assumes the entire control of direct education at all. If, there­
fore, while fanaticism is raging around, there is a calm in our schools and
colleges, it is an ominous and unnatural calm, of impossible continuance, the
calm of the centre of the cyclone.
“ The subject is one of extreme difficulty that grows with the consideration
devoted to it. Of course, it is out of the question to recede in any degree from
the'pledges of the past. And it is pobable that the evil is less serious in
primary schools where the instruction given does not necessarily destroy
religious belief, whereas our higher instruction does. Therefore, although
the'State may establish and mamtain primary sgIiooIs where no local effort
is forthcoming, it would stiU seem very desirable that it should retire as
rapidly and as completely as practicable from the entire control of all direct
instmction, and'especially lugher instruction, and leave it to local management
to be encouraged by the Stote, and aided in conforpiity with the English
principle wWch, without any interference in the religious instruction imparted,
practically ensures by the constitution of the Local Boards that some religious
instruction is regularly given.”
 ( 28 ))

B —VEB.NACTJLAR INDIGENOUS EBUCATION IN THE PANJAB.

Having given an account of the relugious, and, to some extent, of the
national) foundations of indigenous educaMon in the Panjab, I now proceed to
its vernacular development, either as a proteest against the educational monopoly
of the priestly classes, or as a supply for th€e demand of the trading community.
The formj^r, which is by far the more important, is represented by the rise of
Sikhism and with it of Giirmukhi schools ; the latter, which is of considerabh*
practical value, is representM by the Malhajani schools in which tlie X<ande
writing and mental arithmetic are tp,ughtt in the vernacular of the locality.
There is also a third class of schools whiC3h have been brought into existence
by t^e requirements of our rule, but 1 douhat whether they can be called indig­
enous. I refer to the schools in which Ben|gali or other employ^ in aur ojQBces
get their children taught Bengali, Hindi, Urdu or English ( as the case may
be ), or in which Brahmo, Arya, and other SBomajes of recent origin instil their
tene1» along with such instruction as theirr promoters consider to be useful or
desirable. I also believe that the schools conducted by “ aided” or “ un-
a id ^ ” mana^rs, jaeparing for any of tBie public examinations, of which
English may form an essent^l part, can scaurcely, as yet, be called indigenous.
I am also doubtful whether I can speak; of “ female indigenous schools,”
although, above all others, the instruction ^iven to Muhammadan i»irls in the
Kurin aud, sometimes, in Persian and im the “ lives of saints,” to Hindu
girls in Hindi or Panjabi in the Nagari chamcter, and to Sikh girls in
Gurmukhi, is, emphatically, indigenous, although generally confined to the
family circle and to imme(fiate neigh|3ours ^nd friends. About “ Gurmukhi ”
and Land^ schools, however, there can be no doubt, and as,. I believe, ttey
greatly affected one another, there is the less hesitation for bringing them under
m e heading of tlus chapter.,

I .— S i k h VisBNiLCTTLAB I n i ^igenotjs E d u catio n .

The Sikh is the Protestant of Hindu H«>lities, society and relimon. He is
above all th0 worshipper of *Hhe book,*’ off his Bible, and should be an ^‘ alil-
Kitdh His great aim. is to destroy the mowiopoly-of learning, and of the social
or rfiKgious ascendancy of one elass, and to make education tlie property of the
niasses of his/community. In their search for a general vernacular in which to
render the best ideas contained m Sanscrit, Peireian and Arabic, the authors of
the Granths made use of all the vemacularrs of India with which they came in
contact. This explains the heterogeneous ©haracter of their diction, and much
of the confusion of the controversy as regairds the meaning of the terms “ Gup-
mukhi, ” “ Panjabi”, “ Hindi’* and “ Bhi^sha”, which opponents, following
really different aims, but professing one olbject, hurl at one another in varying
senses. It would be well, therefore, constaintly to bear in mind, on the one
hand, the origin, character, and aims of Sikhism, as opposed to the monopoly of
caste, -class, or of the ieamed languages, especially Sanscrit, although eagerly
studying al) learning; and, on the otlier, t^he never-relaxing efforts of Hindus
of all classes to restore the wandering chil(dren to the fold. Sikhism wishes to
create a race of warriors and students; Hinduism aims at class monopoly,
however conciliatory or latitudinarian its) forms, whether exercised by the
Brahmin, whose intellect has been developed to the highest excellence by the
hereditary cultivation of ages, or by the claiss now aiming at power, through a
smattering of English.
Sikhs are equal; Hindus are unetqual. Sikhs are conservative dem­
ocrats in religion and politics, loyally suboirdinate to elected rule or ofl&ce, and
admitting the hereditary principle, even foor the descendants of Gurus Nanak
and Govind Singh, only by couirtesj, whilstt they consider their chiefs, including
Ranjit Singh, merely as primi inter paress and as representative servants of
the commonwealth. There are four “ platfforms,”^ or councils, of Sikhs,
in which all matters concerning their faith ?and, in former times, concerning their
community generally, may be discussed—(of Akaibunga, Anandpur, Patna and
Abchalnagar, Nader, in Hyderabad. To tlhem all good “ Sikhs,” a term to be
explained hereafter, are admitted; but, wlherever Sikhs assemble in the Guru’s
name, that is, for the benefit of their faith and for the suppression of idolatry.
 ( 29 )
there is a fifth “ p l a t f o r m b u t the “ takht ” is merely the seat, surrounded
by i\\Q Diiocin or General Parliamient of Sikhs, in which all members of that
community, men or women, can, jand do, take part. The Sikhs, in proportion
as their characteristics are preserved, are the backbone of our rule in the
Panjab. Brave, liberal, truthful tand loyal, the Protestants of India have every
claim on the Protestant and libersal Government of Great Britain.
Above all, are the Sikhs, by mame and liistory, a community of “ learners ”
and “ disciples. ’* Their organization indicates a republicanism of letters, with
liberty in all studies, the equality <of aU “ Sikhs ” or students, and the fraternity
of Bh^is,’* an excellence to whiclh all can aspire. The crucial test of a good
Sikh is good conduct, and the mjass-education of that community is aimed at
by. its free access to every kind of learning within its reach, and by making the
power of interpretation and explamation of the mysteries of Sanscrit and other
philosophies or sciences the most ^important qualification of a Gyani. ”
I begin this chapter with an account of Sikh indigenous education, revers­
ing the order of antiquity, whichi would give the first place to Hindus, the
second to Muhammadans, and thei third to Sikhs; because I wish to show that
even the most elementary instruiction in this province, in what is officially
stated to be a barbarous dialect, is fuU of lessons for our Educational Depart­
ment, and because the humblest bieginnings at reading and writing of the child
at a Gurmukhi School are similar ito those in all other indigenous schools in
which other subjects are added.
Before, however, entering int(o these details, I wish to draw attention to
the extensive Literature which exists in Gurmukhi. Appendix IV shows
books, in the library of Sirdar Atar Singh only, which are in the Gurmukhi
charaicter, and, to a great extent, composed in a language largely mixed with
Hind^ but, otherwise, essentiality Panjabi, archaic, mediaeval and modem.
I ’of, it should be remembered, thait the Sikh sacred writings were intended for
the general apprehension of Hindius throughout India, and that they, in conse­
quence', drew largely not only on tthe then existing Hindi dialects but also on
San^rit, from, which numerous tiranslations were made, whilst Panjabi, which
has i|s own history of phonetic dlevelopment or decay different from that of
Hindi proper, had largely drawn on the Persian court-language of the former
rulers of the proviiice, /We, accjordingly, find, both before annexation and
now, that Hindi was nowhere ispoken or written in the Panjab (see last
Census, in which not even one jperson is returned as speaking Hindi in the
province), but that what is called Hindi is really the Bhdsha or vernacular of
the Panjab, namely Panjabi, whicch the Hindus wrote in the Nagari or Land6
character, the Muhammadans in the Persian characters and the Sikhs in the
Gurmukhi characters, the language being affected by dialectic and scholastic
influencesj in some parts closely ressembling one of the Hindi of adjacent
territory in the North-Western Provinces. The **Adi Granth ” is an invsjuQb^e
treasury of various mediasval vermaculars of India, and, accompanied by
tipnal explanations, which Dr. Tmimpp has, perhaps too summarily, lejecti^c in
his Mmirable translatiou, is a mijne of information to the student of Indian
lan^ages, religions, and customs..
**Gurmukhi,” however, 'is nolt a name for a mere character^ as is supposed
]K)th by Natives, including now ewen the Sikhs themselves, and by Europeans.
E t^ologically and historically, itt is the name of the language which flowed
from the “ mouth of the Guru” Manak, and, although his sayings were com­
mitted subsequently to writing byr Arjan, the characters, though not the namSt
existed before Nanak. Por insttance, at AtMr^ in the Ludhiana District,
there is a mausoleum, so Sirdar iitar Singh, the Chief of Bhadaur, tells me, on
which there is an inscription dated 50 years before the advent of Guru Nanak,
written in characters which are ewidently the same as the present Gurmukhi,
though the difference between thejm and tte earlier Sikh writings and between
these writings and present Gurmmkhi is somewhat greater.
The number oi Gurmukhi nmnuscripts on various subjects connected with
science and religioaa^s^ttered all cover the province, in the possession of Bhais
and shrines, is vei^ considerable, tlhough every day increases the chances of theif
being lost or destroyed owing to o«ar neglect of the real vernacular literature of
 ( 30 ) '

the protitice. They aw both t r ^ SaaMmt works aad oripnal pro­

ductions, chiefly in Panjabi verse. That their vi11t» 6 is not small may be in­
ferred from the following eunm ^tion of authors before annexation, wh(^e
writings are still read:—
Baba Amib. I)as, who died about 15 y^ars $igo, has left us 200 books,
chiefly of Panjabi poeti^ of a religious character, off w ^ h the “ B atan H ajaea” ,
is the most famous. He was also an eminent asitlhor on the Baidak system of
medjcine.
Bhai Bm> Singh was one of the most sacKSieasful, translators of Sanscrit
works into Gurmukhi.
B ha i Sakt Sin^ h, QiyA.Ni, and B hai Bishaiit Singh, Gyani, both of Am-
ritesu*, wei'e illustrious as tei^W s and poets, wlliMst the d^cendants of the
latter still endeavomf to m aintoi the literary tradlitions of their family.
A sa poet^ the name of B hai NrpAi Smoffl is still deservedly poptdar,
whilst his rival in r^utation, Bhai Santpsh Sxh^ h of Kantal in the lu ^ d l
jyistrict, has ren d e^ his name imiiiortal amomg his co-religionists by an
encyclopaddia of sciences written in verse. His HN^eiings of Sanscrit works
iiito Gurmukhi poetry are said to be nmster-ppodtiietions. Cei^inly, his great
w o r k , t h e SUEAJ PaekI s,” a history of the S ik ^ , the translation of which
into, I believe, Urdu is being undert^en by His Mighness the Baja of Jhind,
will yet rec^ve the admiration of European scholar. As a traveller alsp, San-
tokh Singh was justly renowned, and he made it Ihis object to visit aU places
w h ^ Sikhs had ever flourished or Gurus had llive^. This tendency among
the Sikhs to go the round of plac^ where ^ eir co>-reli^onuts had been has had
no mean effect, as we shall see further on, if not Ito stunukte Indigenous educa­
tion in other p ^ s of India, at all events to affect i b .terminology.
Who also could omit from a record o f Gurmm^hi savans the ndme of the
great Grammarian and Yedantist, B a b a Ganga Balm, who translated and adapted
Sanscrit pammar and j^ilosophy into Gunnukhi„ and who so completely con­
quered the prejudices of the Brahmins at Beniares, where he long resided,
ag^nst his **protestafit ” ^ y of reformers, that, from Ids i^ e , date the estab-
lisliment of Dhannkalas in the sacred city of the Hindus f
What greater proof, a g ^ , can be afforded o£ the importance of Gurmukhi
literature and poetry, than the ref^re&ce to the ffact the Oourt of Guett
Govind Singh, the warrior-poet a^d reformei? off - the SSdis, was composed of
the **52 immoHals,’*^the great Gurmukhi poets off all denomimidom, including
even the hated Mussulman, who wrote on theolog^y, moral philosophy, history
and State economy (m sat mudam\ in verse whicli was only surpassed by
the “ imsurpspsaBle Guru Govind himself, who c(Drrected their manuscripts witH
his o^n hand ? One of these manuscripts, to 4,000p€ige8t stall exists
# Anandpur, in the Hushiai^ur Bistrict, and iss corrected throughout in the
handwriting of the second foun4er of the Silth faith. Nor vras the effect
'^if Sikhism lost on other denominations, ^he) famous Mathematician imd
Arabic Scholar Hashim Shah wrote numerous namelettea in Panja,bi, which are
still much read; he got a Jaghir near Jagdeo lin recognition of his literary
eminence, and his A ^bic scholarship secured Bus pardon from the ever-for-
giying Banjit Singh; when he had Once joined in a revolution a ^ n st the
Sikh “ Sirkstf,” the “ servus servorum ” of the Pamjab. Hashim Shah s ** Shirln
Ij’erhad ” in Panjabi, his story of “ Sassi Pannu,'” and of “ Soni M ehiml,” stiU
form the delight of thousands.
Nor were the Sikh Sirdars, as is generally a ll^ d , illiterate. B a k j it
S in g hhimself had forgotten his le tt^ , for tliere is evidence that he left
school for the turmoU of life at the age of 9. S ih id a b L e h n a S in g h M a j t t h ia
was no mean Mathematician and Engineer. He iis ^id to have translated Euclid
from Arabic into Panjabi. Several European comtemporaries testify to his skill
in devising machinery, of which a leather gun, useful for artillery purposes, seems
almost mythical were its existence not attested.. K£uE N ag N i h a l S in g h ,
A jit S in g h and L e h n a S in g h M a j i t h i a stiudied l^e higher branches of
Mathematics and Astronomy Under the famous A M h w a n d AiiT A h m a d , who was
specially called from i\iQfrontier to Lahore. Lehma Singh, moreover, com bing a
 ( 81 )
knowledge of Arabic with thait of Sanscrit, so did A j i t S in g h SntDHANWALlA^
as also A t a e S in g h of the samie illustrious house, and K a u b , N a o N e h a l S in g h ,
in addition, of course, to coDnsiderable proficiency in Persian. Ncm I only
know two natives in the Bunjab who know both the classical languages of the
East, Arabic and Sanscrit, ac^ both of them are Sikhs. One is the young Sikh
Sirdar, Gurdial Singh of the Civil Service, vho was trained in the respective in-
digei^ous schools before he esjBrried everything before him in the Amritsar
Government School and the Lahore Government College. The other is ^ e oldest
represantative of the great SimdhanwaHa family. Sirdar Thakur Singh, Extra
Assistant Commissioner, who Bias written a treatise on “ Diabetes,” is a distin­
guished Persian and Gurmukhu scholar, and who is now writing what promise to
be a monumental history of thee Panjab. (Natives, of course, who know Sanscrit
and Persian are not rare, whilast men who know both Arabic and Persian may stiU
be found in considerable nunlb)ers.) At the present moment, we have still Gur-
mukhi scholars and authors, bmt their number is yearly decreasing. Among them
may be named B h a i G y a n S h n g h , the illustrious son of an illustrious father, to
whom I have already referred; B h a i B is h n S in g h of Amritsar, a prolific author in
Grammar, Philosophy, includimg Logic, and History, who refused repeated offers
of Jaghira from Ranjit Singih, and has, therefore, left his descendant to the
gratitude of posterity^
B a b a U d a Sin g h B bd i off Gunachaur in the Jalandhar District, is also an
author of merit. He is very p>oor, for we have confiscated his Jaghir which, it
is alleged, the Sikh Govemmemt gave to his family “ in perpetuity ** “ al-ed-
dewdm.”
S a r d a l S in g h , son of G itan Singh , also an author, similarly carries on a
struggle for existence as a pettty Lispector, “ Girddwar,” o f Eemale Schools at
Amritsar on E-s. 20 per mensenn.
The Udasi Eakir ofl^mriftsar, a poet and author, also deserves to be noticed,
as also B a w a S o m e r S in g h off Wassowal in the Amritsar District, a famous
author, who, inter alia, has wmtten a well-known “ History of GoviM Singh.”
My object in referring to past and present Sikh authors is merely to show
that the Gm’mukhi language and literature is not the contemptible and bar-
b^ous idiom which Mucatiionsd Reports and the interested statements of
Hindu and Muhammadan underlings make it out to be, but that it is still living
with a glorious tradition, and with the possibility of development to a stilljbore
glorious future, if it be cultiv«a.ted and encouraged as the national language of
ftie Panjab, as the Rev. Dr. Tnumpp once suggested with so much earnestness
in his Report on the Lahore Oirient^ College, then in its infancy, and without a
single cla^ for the teaching off Panjabi, j
I have before me a Gurmiukhi treatise, the title of which recalls both
classical and Scandinavian mj^hology. It is the “ A m r i t C h a k I on - d i ViSi,^or
“ instructions for giving the A m b i t ,” the sacred drink, mixed with su g a j^ ^ i^
and spice, to the candidate for initiation into the mysteries of studlit™ p
or Sikhism, which we will find to be an indication of the course of studies
pursued in Gurmukhi schooliB. When the gods succeeded against the Rak-
shasas in churning the ocesun, the qmintesigence of which ^ves them the
delightful beverage A m b it to ^ quaff^ in their hiMtven, they obtained lK>th
the :D^^ctar ^nd a m b r o sia , the food of Olympus, and it is, no doubt« A m b i t
which the heroes drink in Wallhalla.-^ It is in connection w i^ Sili^m that the
appellation of the sacred city oof the Sikhs, A m r it s a r , will alone be und^tood.
It is not merely “ Amrita Sarais/’ or “ pool of immortality,” as generally ren­
dered, but it is the inexhaustifele fountain from which he who drinks deep
derives immortal knowledge, amd with it .immort^ity.
On these instructions are ithe seals of both the Akalbunga and Anandpur
Parliaments or TakhU.
After the Amrit is prepared, the following instructions are given to the
candidate as ^ential to studemtehip : —
*•This is es^ntial:
!Phe reading of the Japjit of the Jdpji, of the Bch-rda (an evening prayer),
 ( 32 )
o f tlie SoJiild (a prayer before going: to sleep), o)f tthe A^mndji (with the evening
prayer), of the Chandipdt, the (rurmantr (a nuMtco from the well-lmown book
of prayer of the Sikhs, the first-named Japji. )
Saddh Smgat (the communion with good nnein). ^
JDinwdr purub kerna (rejoicing on the festi’Yalls of the Guru).
Kdta Kirtdn
Sikhon da &dr kerna (be respectful to Sikhfs)..
JSitndm Siri Guruji pat kerna (hear or read tthe Granth daily, a frequent
employment of Bhais by pious Sikhs)..
Darshan kerna (to see the Granth^ which itm^Hes visits to the temple or
sacred repository where it is kept). (^Ini other words, “ see, hear or
read the Bible or sacred book o f the Suklhs.” )
Sha^tr Vidyajsikhna — the study of militarry taffairs.
Q-orae charn sikhna leam to Hde.
—

j^^iLM»«-===-i^>eakthe truth.
Gurmukhi V id ta Sikhna = study G tjkmtjjkhi science.
D h ARM K I K IB T kerna = DO YOUR BUSINESS} RIGHTEOUSLY.

Khairdt kerna = giye alms.

Mata pitada adr kerna Houor father amd mother.
—

From this it is clear that the education of Sikh, not unlike that of the
ancient Persian, o o n s i s t s in speaking the truth, lleaming to ride and being a
warrior, in addition to Ms main duties, that of wojrship, readmg the sacred books
tioA studying GwrmukU literature.
I need not add that the “ Amrit ” or “ P obol:” is given alike to women' and
men.* In the “ principles ” of the Amritsar G}uini Singh Sabha, “ the right of
women to express an opinion at the meetings or* to» send it in writing is express­
ly guarded. Indeed, in former times, no one, nuam or woman, could be a proper
Sikh without knowing to read and write, and it iis a significant fact that the Sikh
carpenters are still highly proficient in Gurimmkhi, and that many of them
become Bhais. Three sales were considered tw Be unpardonable; the sale of
sirls by taking a dowry for them (which is ncow commonly done), the sale of
cows and the sale of land. If a man gave a dowffy to his wife, it was to herself
iniew els but, on no account, would he or a n j cof his relatives ev6n take (food
or water in the same village ffom which his wif© csame, for a Sikh wife, like that
of Caesar, should be above the suspicion of having becom e the object of a pecuniary
consideration. I f the B^dis, descendants of Guirui Nanak, killed their daughters,
it was because they were too proud to ally tlhenn with other Sikhs; but they
were rightly anathematized in consequence. Guiru Govind strictly forbids the
association Irith killers of daughters {kurimd-.r) and others whom it is not nec­
essary to mention here; but the deference paid tto the fair sex may be inferred
t o m the saying, which speaks of the security emjoyed in the best Sikh times that
“ virgins could walk p^one by day and night,” bieimg fully guarde ;i by the general
Inspect.
I f a “ disciple” (whose Gurmukhi courfse,, ’ u^\acli it may be noticed
that writing has to precede reading) wished tn> . dt-riice from studentship to
fellowship, and become a “ Bhai ” or “ brothe5r' e uiar or spiritual, he had to
study the two Granths, the Gurmukhi Gr.vTDruiar, Pingal (Prosody in Gur­
mukhi), Itihds (a Sikh application of the term to History), and Arithmetic
(in Giirs or rules of which each letter contaiins. a meaning), and the elements
of Sanscrit. The above were the compuJso>ry' subjects, but, if he wished
to reach a higher grade, he would study tthte Niaya system of Logic, the
Vedanta and the Patigant, which are all to be fomnd in a translated or adopt­
ed form, in Gurmukhi; Highest of all, howewer, ranked the “ Gyani^ the
“ I ’rfan,” who could explain the mysteries of p)hillosophy and religion in popular
languagk and would communicate them, as a preacher, to the people, thus
showing that the essence of Sikhism is the popuHarization of knowledge, The
Paniab University has adopted the title of “ Gyani" for the highest profi­
ciency in Gurmukhi literatitre, in which am examination is held. Prelim­
* For a descriptioa of the origin of the “ Polholl see Part IV, Note 1.
 ( 38 )
inary to it is tlie “ Widtoan” or ' “ knowledge” test, whtcli, in its turn,is preceded
by an entrance or ability, ^*Bu(ddhimany* examinatiou, in which this year a
Sikli lady has passed with creditt. It is to be hoped that these examinations
will do something towards thee revival of a literature, and the cultivation of a
language, which superciliousnesss alone can term “ barbarous.”
To the nightly scientific discussions at the Durbar Sahib in Amritsar,
and to the periodical gatherings of Panjabi poets and of pandits, I have already
referred. Whilst, however, it was one of the great ain^ of the Sikh reformers
to bring knowledge of every kind within thcK reach %of all classes, it was
equally their object to show thaat knowledge, dissociated €rom strength otood y
and purity of life, was profitless. This is why, in the various memorials wrom
Sikhs to the Education Commisssion, the pliysical, mental and moral degeneracy
of that community, in conseq^uence of the neglect of Gurmukhi, is referred
to, and why, from the develojpment of their sacred language, not only educa­
tional, but also social and phiysical, benefits are expected to flow. In fact,
nothing is so strongly impressed on the Sikh mind as “ mens sana in corpore
sano.*' The Granth’s description of “ who is a real Pandit” is a protest
against the exclusiveness of the? learned caste.
S6 Pandit jo man per b6ile!=He is a Pandit who teaches his mind ^knows
himself).
KaaVNain atam meyn s6dei=Who with his soul remembers God (Ram).
Ram Ndm sar ras i)iwe:=To whom God^s name is the sweetest drink
(reference to Amrit),
Us Pandit ke up dSs jag ji\we=From the teacliing of such a Pandit the
world would live.
Har ke charu hir de hasa\we=He who impresses God s (Hari) footsteps
on his heart.
So Paudit phir joa ne 4w7e=Tbat Pandit will not again teturn to life on
this earth (by transmigration).
B^d, Puran, Smrit, budhe nmul=He will (indeed) understand the Vedas,
Puranas and Smritis.
Sukhdin meyn janne flst^l=In a moment he will have the comprehension
of universal things.
Chau Varna ko de up will (indeed) be able to gi\5e instruction to
the four castes (obviously the supposed
privilege of the Brahmin alone) .
Nnnak us Pandit ko sada tndSs=Nanak (himself) will ever salute such a
Pandit.

T hb3 G ukM U K H i S ch ool.

The child should enter it aat 5 years of age and not after 7 ; the practice
however is that he is sent toD school at 6 (unless, in consequence of the
contempt into which learning lhas fallen, he is not sent to school at all, which
is now generally the case). Both boys and girls attend the same primary school.
As fingers have been created bcBfore pens were invented, he first writes on the
ground, which is prepared h)y a layer of Pandhu m Ganjni {Pmddl in
Hindustani). Several Europ«Mins have undergone th& practice, ilicluding
General Pollard, E.E., muchi to their advantage, in ^ u irin g dexterity in
O rien t penmanship. The eeconomy, simplicity, greater compas% ease
in effacing wrongly-formed betters, of writing on the ground, seerii to have
much to recommend the pratctice, which is also alleged to have the effect of
teaching the child to be more csareful of the slab or paper in not smudging it,
as is now so often the case, im the attempt to improve the form of the letters.
Be that as it may, the child, wlho has now leamt the forms of the letters of the
alphabet, accompanied sometinnes, even at this stage, by the oral recitation of
alphabetically-arranged moral maxims, which he wUl write down hereafter, is
promoted to the dignity of a wooden slab ox pat% which is first blackeimd over
with soot, then dried in the*, sun ol" near a &e, and which may then be
written on with Pandhu, whiich can be easily washed off, the “ pati” being
also glazed over with ground glass, called “ gota.” The pen used is easily
^tainahle from every thatch (warhedge of Sarkei^ (white or yellow reed, the well-
known Munshi’ s Kalam being cut from the finer and rarer Nassa reed of black
reddish colour, those of W^isitt betw’^een Bassora and Baghdad being the most
famoT^).
 ( 84, )
The children then leam the forms of the nunnerals and simple enumeration;
also the sigiis for weights and measures. It is mot considered neces^ry for the
ordinary Sikh child to learn the Paliara or multtiplication table. If he wishes
to do so (and this is generally only the case wiith the sons of Lamherdars aiid
Patwaris, whomay have afterwards to deal with village accounts), he can attend
the Padha’s school, about which more hereafter.
The children now write down the names of God, of the people of the
house in which they are, of surrounding objescta, of eatables^ and indeed of
everything that can be pointed out to them or tttiat can create aii interest.
Guru Angat, like Professor Hu:^ey, did not consider it to be beneath
his dignity to write primers for children, and hes accordingly wrote a number of
mott(» and moral maxims which accompany the letters of the a lp h a b e t,g.x-—
“ D,” Gurmuhhi **dada Dds na dije kahu ddskanna apnea” (do not
^ attribute your ffailure to others; attribute
it to destiny). BiCost mottos are, however,
much more simpi!e> as is siiown in an append­
ed specimen, 0. —
3/* . . ^'Juth mat bolna/" tell no lies; or,^'jo 30
japp^, 80 iski gMt howe” (whoever prays,
, , btts sallvatioji),
_ " S." Saddh sang pawe* JJin k ^ " (whoever associ­
ates with good imen,&c., &c.).
The child then reads the lirhich chiasfly d^iJs with the eternity of
God and other books or chapters from the Gran^ths in the following order:—
%
The R ai bAs (a corruption, probably, in Ferao-Panjabi of Rah-r4st=athe
straight or true road,) in which the le«m€sr*8 aiitention b drawn to examples of
God’s providence in nature, e.g., “ UduddwesailH)8d,n, tisp^tshe batshre tsherea,
tin kaun khildwe, tin kdun piMwe The (migtatory) bird comes from (the
distance of) hundreds of k6s, leaving behind itas young, who (but God) feeds
them; who (but God) gives them to drink?” Therefore, the inference is, fear not,
lest He allow thee to hunger.
The A eti Soila is an allegory intended to prevent idolatrous practicesi, by
showing that nature is God’s temple, the sun ancd moon the temple’s lights, &c.,
as to prevent worship of the Brahmin’s salver, with its oil^lamps, his
b p s , &c.)
The SiDH G osht is a conversation with hol^)^ men, showing that there is no
necessity for miracles, when the human body itself is the greatest miracle,
(Guru Govind anathematized Bam Eai and tthe latter’s disciple called liam
Bayya, for having performed the miracle of restoring a. dead cow to life,
as he considered that the exercise of miraculoius gifts created spiritual pride,
whereas a “ Sikh’* or learner should be humble.))

The TJnkAe shows the skill of the creatiom and its objects, and enjoins the
worship of the Creator.
The BAib Xb, or 22 stories illustrative of Giod’s work and calculated to de­
precate intolerance.
The child niay then *read the whole of the Adi Granth, followed by the
6Chapters” of Guru Govind Singh, which are; models of poetry; he may then
read the latter’s entire Granth (it may be incidentally mentioned that in Guru
Qovind’s time Panjabi gradu^ly increased orrer the Hindi element in Gur-
mukhi compositions).
I need 'scarcely- point out that with such a isystem of primary education the
parent can easily co-opiate with the schoolmastter. The child repeats his lesson
at home. Father and mother, who ought to be able to read and write Gurmukhi,
can assist him in hu work by advice, and by confirming the instruction of the
school ^ m the expenence of their lives. Ednication thus becomes an agency
coimected wiili the best daily associations of U^ie pupil> instead of, as now,
 (86 )
estranged from them. By instriueting the son of the agricultutist through the
m ^ u m of UrdUj have depriwed him of the teaching power of his parents in
Panjabi; we have disconnected .Uiim from the past, ahd yet have given him no
education Which, will enable hiim to cope with the difficulties of the preset,
or to make him a loyal and usefuil member of the communityJ
To resume my account of tBie course of studies pursued at a Gurmukhi
■chod:
l^ e child then reads the Hmnuman Natdk, an adaptation of this famous
drama by Hindu Bam, which is5 composed i^ mixed Hindi and Panjabi, and
written in the Gurmukhi charactker.
Tulsi’s Uamayana then foMows, written in classical Hindi, but in the
Gurmukhi character.
A chapter of the Bhagwat im Gurmukhi and other books are now read.
The well-known “ Janam Smkhi ” being in prose is read at home by the
pupil (fihai Man Singh’s is consicdered to be the most trustworthy account).
The Gurbildft (History of tliie first six Gurus and of the tenth Guru) is now
i-ead.
The pupil who wishes to desvote himself to medical practice now reads
the Nigant (drugs), Saringdhar (prescriptions and pathology), and the Nidan
(causes of diseases and diagnosis?) in Gurmukhi.
The study of astrology is not respected among Sikhs as it is among Hindus,
whose priests often derive from ifes practice a livelihood, which enables them to
cultivate some scientific or literairf speciality, and to give gratuitous instruction
to pupils. The Sikhs, however, haive a little book of divination called Parekshas
or Examination.
Bheto^cor SaUthah was mucch studied in Gurmukhi, which combined both
Panjabi and Hindi.. The .text-book ^by Fakir Amir Da^ of A m rit^ , to w h ^
allusion has already been made, is the most famous. It consists of 8 or 9
volumes, which, inter alia^ include “ a guide to polite conversation, manne^ JS
and etiquette” ; “ when to praisffi; explanation of allusions, &c.,” ^ well as^ 8
“ Prosody Chand” , all subjeclts in which a native, brought up under the§ ' ^
present system, is deficient, said iis, :therefore, unable to claim a liberal educatioi^ d 3 • if
either from the mediaeval stand-point of Europe or that of gentlemen of anjO u .2
country. « S |
The Vedant, as I have already stated, is read in Gunnukhi, but it fe not* i ^ ^ f ^
part of the ordinary school courscB, of which I have given the traditional \ ^"c M /4<s*
course. S
. The name of the teacher or Guru has received the widest application, noK S
only in the prow e e but througBiout Indie^ Where thd traditio^Kguide ►S
Brahi^n is not also the spiritual (or secular teacher, a Guru
often takes his place. Among Sfikhs there are thri^ kinds of Gtt^s, eduo^?^
tional, religious, and spiritual (tbe Guru who initiates the “ Sikhs” on takin|N
the Pohol). ' ^
The discipline of the Gxirmuikhi school is like that of the Land^ school,
Vhicb will he described further om. The income of the teacher is derived from
land, from the contributions of hiis fraternity, the endowme|it of his dharmsida,
or from the presents of his pupiils or of their parents. The subject of the
landed endowments for GurmuOd schools will be treated elsewhere. Soffi/oe
it to say that Banjit Singh was piarticularly liberal to them^ and that he leodin-
mended all who came near him ta> read Giurmukhi.
 ( 86 )
be wondered at tlifit the Siklis only offer a fceeblc front to the attacks on tlu*
systems of Nanak and Go^dnd, which are now' so vigorously made by Hindus.
Some of the Sikh loaders thems(?lvcs "find in a ccompromise with Hindu notions
that spiiitual domination over their co-religiomists which is so dear to the
•nature of man, but against wliich the genius of Sikhism protest^. Already has
the tendency to rela])se into idolatiy been comnnented on by the Tecent Takht
at the Akalbunga, but it will become irresisttible if we continue our present
denationalizing system of education, which dejuiiveB.the Sikhs of thoir mental,
moral atid physical training, and which plays imto the hands of Hindu prosely-
tism. For, let it be remembered, that in sp>ite o f caste exclusiveness, the
Bmhmini^ are ever on the look-out for neophytes to Hinduism from among Sikhs,
Bnddhistaand the aboriginal races, though nott to any particular caste. This
ardent pr^elytism, which tiHI cross mountaims and deserts in order to make a
convert, I pointed out as early as 1866, and it hsas since succeeded in establishing
the Brahmin as a latitudinarian priest in mamy districts where formerly the/
Lama reigned supreme. A ll ideas and deities are welcomed by Biuhmitiism,
and their connexion with the Hindu Fantheom is established in some way or
other. The new worshippers are also proniotedl to the dignity and exclusive­
ness of a caste for themselves, added to some e3®lsting classification. A similar
danger from another quarter is also threatening tBe Sikhs, i The educated Hindus,
whose one great aim is the consolidation of all noD-^luhammadans of India
into one nation, are endeavouring to substitute llagri for Gurraukhi, afid some
dialect of Hindi for the Bhdsha or vernacular off the country. As long as their
efforts are confined to the promotion of the'Naigri character among their Pan­
jabi co-religioiiists, their efforts deserve every emcouragement. but the tendency
io suj m M . Gurmukhi by Nagri should be stteadily resisted^ Unfortunately,
there a great many trfdtors in the Sikh eam^, whilst the gentleness, pjiability
land vemtiUty of the ever-persist«it Hindu wml be more than a match'for the
ingenuous Sikh, unless we restore to him that eeducmtion wluch will a^in make
him strong ijo become a mainstay of good goveimment in the Panjab.
£^m the annexed lists of Bhari^salas and dfurmukhi Schools throughout the
province, it will be^lear that, whilst both buiUllngs and teachers are still avail­
able for Gurmukhi teaching, there is a great deecline in the number of pupils,
as the parents prefer that they should learn Bathing at all tlian the system in
vogue in Government Schools which imfits theiia for their livelihood. At the
9^ e tiine, it will be seen that almost in ev6e»y village where there are Sikhs
a strong desire is expressed for^Gurmukhi teaeMng, not only by that commu­
nity geiierally, but also by lamberdars and liatwaris, whose interest would
rather prompt them to support the ext^sion of the Government system, in­
cluding Urdu, than to advocate the aU-levelling^ Gurmukhi. It will also be seen
that there is scarcely a village in the Panjah) wliich, if inhabited by Sikhs,
does not still contain persons who can read G^firmukhi, as well as one or more
Dharmsalas, so tlrnt there are educational appBiances at hand throughout the
Panjab which it would be criminal to neglect.. In some places, like Babe-di-
Ber in the Sealkot district, out of a popmatiom of 250 persons, 70 still know
Gurmukhi and 7 Urdu, whilst only 26 of the ^oun^ generation read Gurmukhi
and the rest apparently nothing. Here is fa typicd Sikh village, in which
every one, before annexation, could read and write, but which an alien system
has tend^ to deprive o f the kind of educatiom which it had, because no longer
equally useful, and, at the same time, has givem no other education instead, thus
replunging the country into l^arbarism. TaSce, for instance, the case of the
village Churian Kalan in the Sealkot district. Out of a population of 1,500, of
whom more than half are Hindus and the irest Mussulmans, only 10 persons
know Gunnukhi and one Urdu. Only six boiys attend the neighbouring Gov­
ernment school and 20 read privately, of whom 10 r^d Urdu and 10 Gur­
mukhi. (Por an accoimt of the decline of Gurmukhi education and for a
summary of the memorials on its behalf, see P?art IV, Note 2.)
The present chief seats of Sikh learning are A m e it s a e , the B a h d a m a
Dhai-msala in the village of Kaipur in the Lradianah district and Ferozepur.
In A m e it s a e alone, besides the golden teimple and the bungahs attached
to it, as also the ikftishd’aras and Mubdhiisas to which I have alluded,
there are over 300 Phaimsalas in which ^Gurmukhi is taught (See Bhai
 ( 87 )
Dlirit Singh’s Report on page 8 of A ^endix II). Raipx^e has a special
notice in my account of the nndigenoiis schools of the Ludianah district,
which will, incidentally, show wlhether land^<ir wells granted rent-free to teach­
ers by the Sikh Goyemment hawe been resumed or assessed by us in the very
refuge of Guru Govind Singh ( (D a h d a h a ) , one of the most sacred of Sikh
Dehras, in which was once the rmral University of the Sikhs, the vtilage R a ip u e .
It will also be seen from that aiiid other accounts that fees in cash or kind are
preferentially given to the Dhanmsala or Pehra rather than to the Bhais in person,
though some of their income is,, no doubt, derived direct from those pious za-
mindars who send for them to thipir houses in order to read the Granth to them.
S a d d h u B http S in g h teaches cra)wds of fakir-pupils from every part of the Panj­
ab. Whilst there is much impostmre among fakirs, though not more than in any
class of any community in any ccDuntry, there is often real piety and sometimes
considerable learning. Indeed, tthe fakirs have been the chief means for the po­
pularisation of religion, irrespective of caste. The Right Reverend T. V, French,
D. D., Bishop of Lahore, whose (o^nion on the subject of fakirs is not likely to
lean on the side of undue partiaility in their favor, deposed in his evidence
before the Education Commissiom t ^ t “ some o f the best teachers m the toorld^
I should thinki are some o f ihe Smdu Fakirs^ Sani/asis, Jogis and the UhCt
doing Guru’s work, but they teach nothing at present except their own
philosophies and religious systeems.’* I have seen these fakirs, whose learn­
ing and insight into philosopfaiical and religious controversies have often
created my profound admiration, treated worse than dogs by Europeans, simply,
forsooth, because they looked “ umcanny.*’ Yet they exercise a most healthful
influence on the village. The miind of the peasant and of his boy is “ lifted up,’*
as was expressed to me, when thesy pass the fakir’s hut, who is often a standing
example of self-abnegation and m monitor of morality to his surroundings. No
wonder, then, that any attempt to resume their rent-free well is considered to
Tae \mlucky by the p^wantry, loif their removal from a place is often followed
by an increased disregajrd in the community that is left behind of moral obliga­
tions. No wonder also that somee of the so-called “ educated natives” who have
oast off the trammels of their fadth, do not look upon them with favor. The
fact remains that, in some respeots, educational, moral and religiims, they are
a valuable aid in the preservatiom of much th a iis^ o d in Indian Society.
1 trust that I have shown thiat Gurmukhi has a history and literature, and
that it cann# be called **barbaro>us,” unless, indeed, we assume that IIa$
’'AyyXos fidppapo^» which wouM be as unjust as the counter-statement of the
native would be who sees one lamdmark after the other of his ancient eivilisa-
tion swept away by the conqueror, to use the words of a Parl^mentary^’report,
that Has ''A/yXos fidpfiapos. Even, however, if Gurmukhi'were bAibarous,
it has a right to be respected anid cultivated as the language of those who so
nobly stood by us in the days of tthe mutiny of 1867, or as English had aright to
be raised from a **barbarous” veimacular, when it superseded Latin and French
fo r literary purposes, to its preseent proud position of being ihe most widely
diffiised of modern civilised l^ m ages.
II.— CHATSiliAS: MAHAJAiri AND L aND^ SCHOOLS.
The influence of these schooBs has ^tended to the trading classes all over
India. Our earliest reports of thie Norih-West Provinces show Panjabi schools
established at Delhi. Ancient atad familiar as the term of “ Guru ” is, it became
popularii^ through the Sikhs as mvernacular guide of faith, if not as a vernacular
secular teacher. Even the term “ Lund4,” “ Landd” or “ Mui^dd” for boy, as
well as in its real sense of “ tail-leaBs,” has spread far beyond this province to desig­
nate various commercial handwrittings in India. A table which I have affixed to
this Report, as well as the stedmesns of the Mahajani, Land4 and Sarafi chamcters
which I have collected, will show that, just as it was unjust to caU a language
like GurmukW “ barbarous ” whiich contained so many literary treasures, so also
is it scarcely true that “ no one cian read Lande an hour after he has written it,”
or that “ each form of Mahajani iisconfined to the district in which it is used. ”
It is simply an abbreviation of thie Nagri character for tachvgi'aphi^ purposes,
though 1 admit that it is not so Readable (which, indeed, no Hindi quick-hand or
8hoi*t-hand can be) as the oi*diuaa^ “ Shikasta” against which jbo much abuse is
 ( 3 8 )
raised. At the same time, it can Ije easEy read bysr the mfflnbers of the particu­
lar trade whom it concerns, and this is, after all, what is wanted. Even English
sellin g is ideological rather than phonetic, and is unintelligible to those who
merely speak the language, but have not learnt to> read it. Again, “ Lande ” is
not a mere trade-cyphering, though, even as such,, it forme-d a basis of elemen­
tary instruction throughout Upper India, at all evemts to the commercial commu­
nity, which we have ignored. The evidence, coUfficted from the Panjab and, I
believe, also from the Korth-West Provinces, is unamimous in r^;arding “ Landl,”
or “ Mundia” merely as a form of kansliteration ficor trade pui^oses, confined to
single trad^, and does not know of its use ffbr higher literature. In my
"Introduction to this Beport, I have endeavoureed to show how GurmukW
was developed from L ^ d 4 and that the original, wrriiings of son^e of the Gurus
were in that d^pised character, manuscripts wlhich are still religiously pre­
served in one or two places which I have indi(ait€8d. That the Sikh reformers
should endeavour to adopt the most UniversaUy-sparead form of writing, in order
to disseminate their creed, was merely a part of their genei^ aim to popu­
larise knowledge. The effort was not, howevenr, continued with persistence,
owing to the absence of sufficient intercourse laaid companson with diSer^t
partd of India, and the Gurmukhi character was adopted as being the one
which could be most ^ U y acquired by all claves, whilst also laying claim to
greater beauty than any of the forms of “ Land^.’” ^
The t^ichers of these schools are generaUji^ called P a n d a h s or Padahs
though, in many places, the term " Guru ” is appliie4 to them; whilst, if they
are Muhammadans, which many of them are in the Panjab, they are often
designated ** Mians," a term more suited to the eltementary teacher of I^ersaim.
These Pddahs are‘generally Brahmins, if Hindus, me IRawals, if Muhammadans,
t}iopig|L it is sa.id t ^ t the Muhammadan PadahB airre descendants of Brahmins
who w^te forcibly converted to Islam. tChe p rof^ io n of Pddahs is hereditairy
in that clas^ whether Hindu or Muhammadan. lEvery class of tha community,
except the lowest, however, contributes its quota tto the fratem i^ of PM a^,
especially the Khatris in the Panjab, and the Kayeets in the North-Western Prov­
inces. Banya Pddahs and others also travel fronn town to town, offering to
teach the children of Banyas, at various localitieBs, the multipU(».tion-table and
ciphering, if not book-keeping and drafting bills,, &c., within a certain time,
aikd for a certain remuneration. This circiims^^u^ce has^ven rise to the errpne-
0U3 supposition that indigenous schools w^e here* to-^day and there to-morrow,
and that, in consequence, their statistics coulffl not be collected. In sevend
pmrts of this and other provinces and countries, #here are indigenous villa^
schools, which are open when agricmltural work iss slack, and which ot© closed
when the assistance o f the boys is required by theiir parents in the fields. A
private tutors are, as a rule, no more fixtures in^tlhe Panjab than they are in
Bnglatui j but aU this would not justify the concHudon arrived at in the Panjab
^ucationsd lteports, that accurate statistics regarrding schools that are settled
in various locaUtiea, cannot be collected either here or in England, if a con­
scientious effort were made to collect them, and if ' it were really wished to obtain
and to utilise the information so often in vain somght for by the Government.
The remuneration of the PMahs, about whiclh more hereafter, is often very
considerable, for it depends on their reputatiom as trainfers of good business­
men and on the practical utility of their instructiion generally, for which natives
will always be ready to pay handsomely, just as tihey are ever Jiberal to thdr
religious teachers. It is only to attend our schiools that they either pay little
or require to be paid b^ stipends or scholarshipsi, Ifior these schooljg give .neither
a practical nor a religious education, but are pieirely intend)^, like the Persian
schools of old, which they have supplanted to a certain extent, for aspirants
to employment in Government office^, and are a<ccordingly*mainly •frequented
by that class. *
The initial steps of writing, first bn the grrpund (in villages) and th ^ on
“ pati^” wooden boards, prepared for the purpos©, have already been sufficiently
expUined in my account of Gurmukhi Schools. What gives the Land6 School
its special character is its arithmetic, both memtal anft oral. By the latter I
mean the repctitiouiof the multiplication-tb.ble, whether ordfniu^ (1 to 10) x
 ( 39 )
(1 to 10); superior or “ bara gydra ” (11 to 30) x (11 to 30); fractional (1 to 50)
X (IJ, 1|, 2|, 3|, 44, 5^, & c..); some fractions into fractions—e. g., 1|- x 1^;
l i X 2^ ; 2^ X 8|, & c.; whilast by mental arithmetic I chiefly refer to the rules
or gurs by -s^hich, chiefly busimess, calculations of the most intricate kind, espe­
cially as regards fluctuations iin the grain market, can be carried on with ease,
mentally, much to the astonisshment, and often confusion, of our mathematical
M. A.s, helped by every convrenience of writing material, scientific methods,
and double the amount of tinne. The Educational Department, however, in­
stead of^ collecting these gurss, which are often the heirloom of the Pddahs,
excuses its neglect by offering the Mahajani Schools to contempt, and more or
less fully, in the annual reportts, repeats the substance of the following remarks
of the first Director of Publiic Instruction, Panjab (paragraph 23 of Report
dated 6th July 1857): “ Thte Land^ Schools are those in which the children
of shop-keepers are taught the^ mysteries of book-keeping, and in which that
vicious system o f accounts whiich is daily deprecated in our Ciml Courts is per­
petuated.” I regret to find thiis sneer by an officer, for whose name I have
respect, against an excellent sjystem of book-keeping and of accounts,, unaccom­
panied by a proposal to introdmce a scientific system, acceptable to -the trading
community, such as one natuirally expects would be made by the educationgd
shief of a province.
I have seen several of thiese schools, and, considering the tales we have
aU heard of the marvellous sarithmetical quickness of Hindu boys, have been
rather disappointed.” I do no)t know whether Mr. Arnold expected to see the
performance of arithmetical nniracles, but it is clear from his subsequent state­
ment that he could not have seeen the best of these schools, and that what he
did see was well worthy of adojption by a thoughtful educator.
“ One or two boys in each\ school can, indeed, perform wonderful feats in
the multiplication-table up too limits fa r beyond the orthodox twelve times
twelve, arid 6an work rule-of-tthree problems quickly in their heads; often, at
the same time, quite unable to work them on paper.” As the boys did these
“ wonderful feats” and solve# these problems mentally, both with quickness
and, I presume, accuracy, theree is no reason why they should have also solved
them on paper, especially as thiey had not been taught to do s o ; but I suppose
that in arithmetic, as in everything else, “ orthodoxy is my doxy and hetero­
doxy is your doxy.” “ But tthe majority do not seem to me to acquire any
gr^at quichness Im what school in England do the majority of
boys acquire any great quimhness*^ at figures? On the contrary, they have
nothing like the arithmetical taalent of Banya boys, “ and certainly i f they do
nqt gain this, they gain nothings This I venture to doubt. A man may be a
slow, or only a moderately fast,, reckoner, and yet find the accomplishment use­
ful in his vocation, “ for the poower of writing a eharacter. which neither they
themselves nor anybody else ca/n\ decipher an hour after it has been written,^ can­
not be called an a^complishmmt.T It is really extraordinary how a responsibla
officer reporting to Govemmentt can so mislead his employers. If Mr. AraolS
and th(»e who have followed hinn in his strictures had only examined for thenf^
selves and had wished to find ifhe truths &cen i f detrimental to the departm^tal.
system, they would, at any *m te, not have confounded during 26 years tb^-^e
Chatsalas or Pddah schools wiith the Patshalas, about which more hereafter,
and which are, generally, as different from one another, as a Prench elementary
school is foom a Geraian Univerrsity.
Perhaps, also, it has not occiurred to educational officers that native teachers,
not unlike better-paid Europeants, do not object to deriving both personal profit
and reputation from the sale of what, in the absence of a better term, we, may
call “ primers.” If, therefore, ai Bhai sells his alphabet or a Padah Ms multi-
plication-table at, say, one annm each, to the pupil when he enters the school,
it is not surprising that he shoulld not welcome with ,an exaggerated enthusiasm
the introduction of a printed treaitise whiclji only puts money into the pockei»
of 3ij>* Sjnith or of the Govemmaent Book Depot. Again, just as anEurop^n
w riter o f school-books considers tthat he is entitled to remuneration, if not re-
cogimionby Government, if he ccompil«s, Tifrith scarccly a line'of diilerence, the
^SXv^ richatfff^ of a reader, or ^f a treatise on mcnsm’ation, when indeed he
 ( 40 )
does net merely piit his name to the work of others, so also may a P^dah be ex­
cused, if he wishes to be paid for the communication of the mysteries of his
profession, its or other marketable commodities.
As regards the Iiand4 character, it also serves to perpetuate the secret trade-
dialepts, which I discovered some years ^ o » and which are not merely used for
the^urpbse of the concealment of the ** tricks of trade,” but which have also
carri^ mong with artificial words and phrases, several idioms and many ordinary
words, as well as the inflections of ancient dialects, of which they are, according­
ly, p ^ ia l survivals, and should therrfore be of the v e^ high^t inter^t to the
philologist, ethiiographer, guild-Mstorian, and sometimes, indeed, to the Police
Officer. At all fevents, the writers may not wish outsiders to " decipher what
they have written,” althou^, if they desire to conceal their miming, the woi'dg,
and not the Land6 writing, would be unintelligible.
As for the system of account-keeping taught by these Padahs, so far from
being deprecated by our Courts,” they have often been admitted as the best
unsupported evidence there can exist of the correctness of an entry, as nothing
can exceed the regularity and accuracy with which, e. g,, Bahi-l^iatas (Ledger
and Index) are kept, and the difficulty which the system offers against fraudu­
lent entries or falsification of accounts. As regards the discipline jDf the Land4
schools, 1 consider that it compares ^vourably in substance, though not in ap­
pearance, with that of Government schools. Both kinds of institutions, so far
as the attendance of the younger children are concerned, ai« nurseries rather than
schools,-r-in other words, are intended to keep the children out of mischief and to
relieve the parents of attending to them in homes wluch areoften crowded, if not
noisy Bven here, however/the ^mparison is to the advantage of the Land^
school; for, in the first plaoe, the P6dah, as a rule, go^ round every morning to
the pupils’ houses to collect them, or else sends a senior boy to enquire a^ut
an absentee, whilst he also in the course of the day calls out the nam^ of boys
at irregular intervals, when they have to answer to the call aiid to be found
engag^ in their work, or else he will know the reason “ why.” In the second
place, the Pildah is authorised, in the generaliiy of cases, by the parents to
inflict coi^ ra l punishment on naughty boysi not only for misconduct whilst
at school, but also for misconduct at his own home. The indigenous school­
master ahd the parents therefore co-operate, which has a salutary ^ e c t on
the boy’s mind; w h er^ the Government schoolmaster does not trouble
himself about the conduct of his pupils out of school-hours, and is not trusted
by the parents to inflict both just and yet merciful chastisement, in spite of the
native equivalent to our “ spare the r ^ and spoil the cMld,” viz,, “ the child’s
bones belong to the parents, the child’s skin belongs to the teacher ” —in oilier
wordi^, native tradition justifies the teacher to inflict any punishment short of
a permanent corporal injury. The parent knows that the religious restraints
of the Brahmin Pddah or the fellow-feeling of a caste-teacher, together with the
personal interest which he has not to offend a customer whose presents of cash
and sw^tmeats last almost throughout the life of his son, are sufficient checks
on any propensity for merciless beating of a negligent or disobedient boy. The
stories told of the severe punishment inflicted in iadigenous schools, I have
ascertained to be mostly fake, as, indeed, it is only natural that they should be.
Those who spread them have generally derived their information firom ex-pupUs
of Government schools, where the teacher is mostly a stranger to the parents
of his pupils, is sometimes of low caste^ and always independent of their
favour, whilst he will sometimes even presume on the fact of being a Govern^
ment official, who has merely to ple&se his own superior and, mirahile dictuy his
pupils, with whomr accordingly, ’ as reports will mention in terms of praise,
he is “ popular,” much to the destruction of hw influence for good on them.
Indeed, the boys look upon themselves as being far more necessary to the
teacher than he is to them, for do they not help him to credit or promotion by
passing examinations? In short, whereas in indigenous elementary schook
the teacher co-operates with the parent, much to the advantage of his pupil,
in Government schools, the "teacher seeks the favour of his charges, greatly to
the increase of their conceit and subsequent want of pliability or judgment in
the practical-exigencies of life. I f in Government schools many pupils still
rsvcre their teachers, it is simply because old ti-aditions and home influencey
 ( 41 )
have not yet entirely lost their weight, though this must soon be the inevitable
result of persistence in our present system.
Then, again, the official inspection of registers of attendance is a great in­
centive to false entries, which come to the knowledge of absentee boys, who
purchase, by their silence on this point, immunity for other offences. Finally,
the Inspector’s visits, especially when he calls in schools from varying distances to
hiis camp, are occasions on which teachers have been known to connive with
pupils and well-read outsiders to chcat the Inspector. Indeed, it has been as­
serted on good authority that, on the Inspector’s tours, especially in one district,
a set of clever boys personate the higher classes of different schools by changing
their turbans, &c., a very easy attempt, as thfe inexplicable superciliousness of
most Europeans in their dealings with natives prevents their gaining a distinct
impression of native faces that they may have only occasionally seen. That
these statements are not overdrawn may be inferred from quotations from the
Educational Reports themselves. First, as regards attendance—“ The great dis­
crepancy” , says an liispector, “ between the numbers on the registers and the
numbers taught, seems to be due to a system of official pressure which produces
only superficial results *’ (Panjab Report, 1865-66, page 47), “ The registers are
not always trustworthy’* (Panjab Report, 1866-67, page 14). “ Mr. P.” ,
remarks the Director of Public Instruction, Panjab, “ was asked for suggestions
how to make attendance more regular, and how to secure more trustworthy
returns. His reply was, that atte^ance must be irregular among an agricul­
tural population, and that it was no use punishing for incorrect returns ” (Panjab
Report, 1865-66, page 60). When a Bengal Inspector was deputed to visit the
schools of the Panjab in 1868, he found that in 16 village schools, the numbers
on the rolls of which were returned as 77j8, there were only 480 present,
although his visit naturally attracted all within possible reach.
Then, as regards the effect of Inspectors’ visits to schools not in their site,
but from 16 to ^ miles away from them, as the Bengali Inspector states to be
the practice in the Panjab and the Korth-Westem Provinces, an accusation which
my own experience as Inspector does not enable me to contradict, certainly as
regards the shorter distance: “ I have known very fairly prepared classes to
be improvised at a moments notice i f it was the teacher*s interest to make me
believe that he had been working steadily * * * a distribution of sweet­
meats is sufficient to attract cdl the educated youths i^ the neighbourhood*^
(Panjab Report for 1866-67, page 51),
Now as to the course of stu^y in the C hatsIla, one of the humblest of
indigenous educational institutions; To leam how to calculate mentally, to keep
business correspondence and bahi-khatas is no mean accomplishment, whilst the
connexion of writing or reciting the alphabet, &c., with short sentences, some=.
times in verse, containing lessons of morality and prudence, impresses both on the
youthful intellect. It is in our schools that the boys read hy rote. To quote the
Bengal Inspector’s report on Panjab schools—“ There was one thin^, however,
wMch staruck me most markedly at all the examinations, whether of joint or of
sepsu^te schools. The pupOs answered more from memory than from any intdli-
g ^ t appreciation 6f their teit-books. They were more ready with rote work and
ifelt more confident when only repeating than when required to think. If,
' for instance, I asked from their history, “ yHio was Ruzia Begum ?” the answer
invariably began with “ Buzia Begum hurri Jmshiar thi, hufroz Qoran purthi
tki •*, and so on, and on, wo^d they proceed repeating until stopped. If I asked
them to name the principal places on the river Ganges, the answer always com­
menced with naming Hurdwar, and proceeded smootUy enough to Calcutta.
But if directed to begin from some intermediate station, such as Allahabad^
Benares, or Patna, there would be terrible faltering, and in most cases a perfect
standstill. In mental arithmetic there ap p ^ ed to be a marked deficiency.
The native system of solving rule-of-three problems by aliquot parts seemed to
have been generally neglected, although the text-book ui?ed has a chapter espe­
cially on that subject. The reading was fluent from the text-books, and, gene-
wdly speaking, the answers were coweot to those questions in grammar,
synonyms, and etymolcgy of words, which the Beputy Inspectors asked at my
request;.but after % few examinations these questioM seemed to m© to have
 ( 42 )
become stereotyped on tlie memories of the Depulty Inspectors themselves, and
they could not vary them Trith much ease or i^adliness on being desired to do so.
In one respect, and in one only, I can otter my p)raise without any hesitation.
The handwriting of the village school pupils, whether of the Panjab or the
North-West, is, so fai* as I have seen, quite excellent. On the whole, my im­
pression is that the pujrils who attend the village schools of those parts are made
to take great pains to leani, and that they excel iln everything in wliich intel­
ligent guidance is not particularly needed. Thea vernacular education of the
North-West has evidently not escaped the evils off “ cram.”
In another place the Inspector touches the r®ot of the present evil, which is
the decadence of indigenous schools:
“ The indigenous education of India was founded on the sanction of the
Shastras, which elevated into religious duties mnd conferred dignity on the
commonest transactions of every-day life. The existence of village communiti^,
which left not only their municipal, but alsp in paart their revenue and judicial
administrations, in the hands of the people themselves, greatly helped to spread
education among all the different members of thee community. He will see the
fruits of the indigenous system in the numberlesis pathshalas, chatsals, and tols
which still overspread the country, and which, hoDwever wretched their present
condition, prove by their continued existence, in sspite of neglect, contempt, and
other advei*se circumstances of a thousand years, the strong star^a they ac­
quired at their birth. At the present day, thee religious sanction is growing
weak, the village communities ^re nearly gone?, manufacturing industry has
come to the verge of ruin, the heaviest incidence cof taxation is falling upon land,
p id a foreign language has become the language <of court and commerce. The
fja-tural incentives to popular education l^eing thufs weak, its progress will depend
■a the efforts of an enlightened Government iinclined to compensate to the
«|eople for their losses under foreign rule. Until :a healthy political, economical
and social condition has been regained under the? security of British adminis­
tration, artificial stimulants must supply its places as well as they are able.’
The fact is that whilst indigenous educatiom is based on religious sanction,
fortified by considerations of the practical requireements of life and, above all,
by the ever-present personal influence of the teacher, the personal influence of
the teacher is wanting under our system, andl its place is supplied by the
more artificial stimulus of the chance of employnnent under Government. We
have at great expense sown dragons’ teeth, mith the inevitable result. We
have not made the new generation more inteUigeint, .but more restless and, un­
less we restore the traditional teacher, the Maulwi, Pandit or Bhai.. to his cathe­
dra, and arm him with disciplinary power, the wBiole future generation of India
will become a source of mischief to itself and to ms.
And talking about discipline, one Padah, vmth a slight switch or rod, is
able to maintain it in a school composed of 100 Iboys. As he lifts the emblem
of authority, a pin may be heard to drop. In the East, all that represents
authority is revered, and is a stimulant to thes noblest exertions, whether for
religion, for the Government, or for one’s fellow-countrymen. In a relaxing
climate, a stimulant is necessary, and without iit, the respect for parents, the
elders, the authorities and the teacher, and the feear of God, would die out, as it
is dying out in India. The mpment that our ssecular education will convince
the Indian youth that there is no personal God, and he will see himself sur­
rounded by many of the same mode of thinking (for now he is still slapped on
the mouth with his mother’s slipper if he repeat® his atheism in his own home),
the fear of Government will vanish with the feair of God. “ The teacher’s- r o i
whether under the form of tutorial, parental, Gcovernment or religious ^hukm,’
is the moral regenerator of the East.”

As for the punishments inflicted, they consiist ordinarily in calling a boy

who comes late to school Fiddi or Pisiddi, or laggard, whilst the boy who comes
first is called Miri or chief. This distinction is coften found sufficient to ensure
punctual attendance. In worse cases, caning ®n the hand, standing with his
face to the corner of a room, or pulling the eaar are the usual punishments.
 ( 43 )
Fines are not inflicted, beoausce no scholarships or stipends are giyen from which
they can be deducted, and becmuse the parents would resent it. Sometin[i|bs, I
believe, the boy has his heels (drawn up, and gets a few blows on the soles of
liis feet. Often, a senior boy is order^ to cutf a young recalcitrant.
The lessons are given separately to each boy, as has already been stated;
but at the end of the day, alU boys j U chorus in the multiplicatioix-ta^le,
and disperse with a moral song sung together. Sometimes, the Nagii character
is also taught in these schools. The morning is usually devoted to arithmetic
(or reading in other indigenous schools); there is a break of two hours about
noon for meals, and the aftemwon is usually devoted to writing.
The income of the best F&dahs sometimes amounts to nearly Rs. 100 per
mensem. It is often Rs. 50, sand windfalls frequently happen to the tutor from
a pupil who has been successfuil in his business, for, as a rule, the indigenous
teacher is gi-atefully remembiered, which is not oft^n the case with youths
whom we have taken out of their spheres, and trained at our expense at Gov­
ernment schools and colleges. Beforoi though not immediately preceding,
annexation, when, in spite cof what sycophants may say, the people were
wealthier than they are now, 2 pice per week used to be paid, usually on Sun-
daySi to the Padah, if he was Hindu, and on Thursdays to the Bawal, so as to
enable him to go in a happy fhai^e of mind, shaved and with his clothes washed,
to the mosque on Friday, whicih was a holiday. The presents in food were also
double what they are now. Tlhe fee is now generally a picc per week; about
7 loaves per mensem for'Muhaimmadan Padahs, and certain quantities of flour,
ghee, dil, salt, vegetables, calletd sida^ for Brahmin Padahs ; a cash present on
the commencement of each prtogressive step of instruction, on the occasion of a
marnage, birth of a son in the pupil’s family, on the completion of the course,
on importent festivals, &c.
I would again state that t\he language for which the Land^ or Hindi char­
acters are used in the business-^composition which is taught to the student is
invariably the vernacular o f the locality, generally known as the Bh^ha thereof,
w;hich it p l^ e s enthusiastic miemorialists in favour of Hindi to describe as that
language, than which nothing (can be more remote from fact or from the real
wishes of the people, who are miade to believe that the application* is made on
behalf of their own vernacular or Bhdsha. i,
X would now beg to offer m, few .remarks on the subject of these schools,
which I had originally written down in the form of notes, but which the short
time at my disposal prevents miy embodying in their proper places.
(a)—^Teachers of Mahajanii, land 6, Sarafl, Kaithi or Mundid are often also
called Bhai or Hhaya, as well as Guru and Pddah, thus aftordins
another illustraticon of the spread of vernacular teaching beyond
the limits of the ’Panjab on the rise of Sikhism.
(ft)—Brahmin boys, of ccourse, often attend the PMha school, especially
the younger brotlhers of "a Pandit who wishes to follow the priestly
or t^ h in g profefflsipn of his ancestors. Muhammadan boys also
often attend Pddah schools kept by Hindus.
(c)—In Iand4 schools, th® Brahmin P&dhjl' get flour, ddl, ghi, salt, vege­
tables, pepper, ota. the 11th of each: lunar fortnight “ EkMeshi,”
and alarge presenlt on the 4th of the light fortnight ot Bhadon, in
some places called “ Chauk Chaukri^* (becausefoiirboys forming
a moving squares, go along fencing with sticks), T?he t^icher,
accompanied by Ihis pupils, goes to their parents* hoi^^^* <i^ide
of which the boys perform, io r which they, get swe^^bclk;^^ and
the master a tunrban and some cash, varying from 4 to 8 annas
from poor familiess, and from 1 to 5 rupees from the well-to-do.
The statement thiat has been made, of persons starting Landl
schools just befowe this festival in order to get the j»esents, and
then disappearing, does not seem to me to be founded on fact, or
to have b^n cdnffounded with teachers, who, in some places, are
talcen on for a flxied period, as the natives are quite sharp enough
not to waste theifr presents on an itinerant or hrresponsible teacher
who, if not loQull, rarely .gets a-ny pnpUs Before the boys
set out on their Bhadon tour of collection of funds, sweetmeats,
 (4 4 )

and turbans, they put each two or foiur sticks, according to their
dexterity in fencing, before the god GSan^sh, who is worshipped in
the sphool-room as the patron of karming, together with offerings
of ghi, flour, &c. The master then taakes the food for himself, and
then blesses the sticks, which are salso worshipped by the boys.
The disappearance of L ^ d 6 teachers i^ust after Bhadon, as alleged
^ on the authority of some “ educateed” natives, is also unlikely,
for the simple reason that most of thae Banyas enter their sons on
that day, so that they, at any ratep, would not give the Bhadon
present till a full year had elapsed.
(d)—In villages; the accountant was often keept by a wealthy zemindar,
in order to teach his children accocmnts; and there is no doubt
that, side by side with the religious eeducation given by the priest
of each denomination, the ancient vilHage system also occasionally
included a teacher who instructed hiss pupils iii mental arithmetic,
just as the astrologer was a villag^e servant, chiefly because he
compiled the almanac of the year for the convenience of his
fellow-villagers.
(^>_uQurniukhi and Land^ are studied by botHi Hindu and Muhammadan
merchants, by agriculturists and tradiers,and by officials in Native
States, the condition of education im which may be taken to
represent, to a smaller extent, the condition of education in the
Panjab before annexation. In the laast census, whilst only one in
39, including women, can read in iBntish territory, at a yearly
cost of from 13 to 16 lakh? to Gtoyenmnent on education, one in
41 can r^ d in the Native Stages, fexclutog women, as I will
explain elsewhere. In Kashmir, e. gj*, i t is alleged that doubfe the
proportion of children of a Bchool-goiing age than in British Pan-
jab attend scliool. It must also be reemembered that, whilst the
percentage of 1 in 39 in British terriitory includes persons taught
in indigenous schools, and who leaimt to read before 1 8 ^ or
aimexation, the numbers in Nativee States are almost entirely
‘those taught in indigenous schools^.* Besides, it is well known
that the education in Native States was* always less extended than
in the dominions of the native paramaount power.

• Were ril the women in Native States, who are able to read and wririte, included in the eensns retama, even
the present alleged slight diffwenee between British and Native territory/, as regards edncation, would vanigh. It
is not to the credit of a rwpectable woman to have to admit that she ia» able to write, as caligraphy is often an
aeeomplishment of superior JTetotra. In British tCTritory, girls who aree knoim ixy attend female schools cannot
hdp th w ability to write; but, as a rnle^ although little giriais imitate thrir biotiien, when writing,
they are never supposed to be able to write a letter, which, horrihile didetu, might be a love-letter. It is there­
fore certain that few women in the Native States admitted the sofbt impeachment of ability to wriU. As
reeards the census operations generally, it should not be forgotten tS&at the enumerators were, as a rule,
connected with offices, and had leamt the peculiar idioms which have b ^ n fostered by AmIo-TMu. They would
therefore often ask “ Can you read and writeP” which would elicit a lar®|er number of affirmative relies (unless
they were interested, as some bigoted Muhammadans or Hindus m ig^ t be, in suppressing certain characters),
than the more ic^omatic enquiiy in the Native Btates A re yoa reoarf/’’ which tiie person questioned would
answer in the negative if he could only write his Land^, as he would supppose the question to refer to kn ow le^
of Persian, Sanscrit or Arabic, or, at least, to that of Nagri or Gurmukhhi. Thousands of people would thus be
excluded. Indeed, the remarks to column 11 of the Census Forms dxttvknetly excluded those who “ can only read
and not write or can only sign their n a m e s s o that the pupils at Eorsan schools and women, who profess to be

be enpposed to refer to their teeret dialect and not to the language knowirn as such. One thmg seems to me to
be clear from the census returns, that they underrate the number ot>f those “ not under instruction” who
“ can read anrf write,” as also that of those “ undir instructionbut t still the figures show that the number
of those not under instruction who “ can read and write” is far larger in } proportion than that" under instruction”
in a recently annexed province; whilst deducting from the latter head thhose reading in Government and aided
schools we still get the considerable number of about 60,000 pupils readiling, no doubt, in acknowledged indigen­
ous schools, exclusive ol the large number throughout the province reaading in {nivate houses, which are not
returned as being “ under instruction.” A great many prsons also wouhld profess to be illiterate, if they could
only read or, in a sense, only write, e.g., in Spiti all, and in Lahul nnearly all can read {a» in other Buddhist
coimtwes) but few can write. Many Sikhs can read their Granth who haave not practised writing since they were
at their indigenous school, and a large proportion of the trading ccommunity, Wtho^h able to wrife their
“ Land^ ” wo5d not be able to read book$, as these are written in other dcharacters. Finally, as already explained,
a l t h o u g h v e r y m a n y women can read, comparatively few would admit b being able to wnte in the ^dinary

of the term to them. In short, counting the krg« propomrtion of those who are able to read or
write and who are n o t under instruction, nor could have acquiredd that accomplishmeht in our schools.

develop its education by withdrawing: ---------------- — ^ ^ i. i t •

the reprinted by local Educational Boards and encouraged by G3ovemment aid given through their otre
Hitkims,” and not doled out by the ''mddlemen** who, in educatioim as in the arts of mdostiy aftd teade
the country, have arrest«d genuine native prt^ftess.
 ( 45 )
( / ) —If a boy learnts arithmetic solely in our schools, he is of no use to
the shop, bfecause he finds there a different system of accounts,
and that hiis “ illiterate '* father or brother can cast up the intri­
cacies of, ssay, the grain trade accounts, by a mental process, far
more rapidity and correctly than himself; whilst he also discovers
that he has' less staying power and patience than his uneducated
kindred, antd sells fewer things when he is in charge of the shop,
as he is liable to get confused by a number of queries from cus­
tomers, and by the haste in stating amounts to be paid for pur­
chases. Besides, he is generally too proud to follow his father’s
vocation at sail.
Various sjpecimens of Mahajani, Kirdki (as called in the Multan
district) of tthe multiplication-table, of several “ Gurs ” (formulsB),
Dars (Rule of Three and rates) are added to this report in Ap­
pendix VII.. (For a detailed account of Mahajani teaching texts
see Part IV^ Note 3.)
It will be noticed that tthe M a.h a j a n i characters are simpler than those of
“ Land^” , of which there? are various kinds. Indeed, the “ Mahajani” is called
Hindi in the Karnal, Eiohtak and Gurgaon districts, as well as in numerous
other places; so that it is often doubtful, when a Hindu of the commercial
class memorialises for Himdi, whether he does not, after all, mean his “ Maha­
jani ” character and his P?anjabi or Bagri dialect.
L a n s ]^, I have also seen confounded with M a h a j a n i , but L a n d ^ and
SabIii are generally distiinct.
To Bvmup, “ Mahajami ” iaproperly the character o f merchanU ; “ Landi ”
is properly the character qjf shopkeepers; and “ Sardji* is properly the character
o f bankers. One and aU get occasionally confounded with one another, and with
“ JSindii* thoughfthe wortd “ Hindi ” in the Panjab is generally used to denote
the Nagri character, and meverariy of the dialects in the North-West Provinces,
or, as is attempted to b® shown now by a coterie of English-knowing Hindu
nationalists, chiefly of Besngali extraction, Tfrdu written in the Nagri charac­
ters, though with a greateir infusion of words derived from Sanscrit—an infusion
which increases as the sub^ject of the writing becomes more literary, declension
and conjugation being tllie same as in Urdu. No such dialect exists m the
Tanjah, though whether it should be encouraged in order to assimilate the
language of Pandits with that of Maulvis reading books on modem science and
“ gene^ knowledge,*' is ^uite another question, which I would venture to
answer in the negative, as it is P a n j a b i in the Nagri character that will naturally
be developed for the Hindms in the Panjab, and no form of Hindi proper or
equivalent to Urdu in tthe Nagri characters; Panjabi, in the Gurmukhi
charactier, being similarly (cultivated for Sikhs, and Urdu or Panjabi in the Urdu
characters for Muhammadians.^
I have omitted aE exrolanation of the T h a i Jk e i or T h a k a r i -L an d ^ charac­
ter used |n the Katigra mills with whatever be the vemaculw of the writer
employing it, or to the BtoGBi and other characters used at Jammu and in the
Kashmir territories. Thsitt books are written in the Dogri charac^r is well
known; that oharapter is ttwofold : commercial and official. I also understand
that it ia an open questicon with the missionaries whether the New Testament
should be circulated in Kmlu in the Thakari character, or whether the bold step
of introducing it in Urdu, the language of the schools, should be taken. .The
multiplicity of character and languages should not be deterrent to our educa­
tional efforts ; on the contrrary, variety, provided it be based on /oca/ variety, is
the very essence of locall progress. To reduce all schools and systems to one
monotony of returns, lang|uage, and course of study is to ignore the differences
of human life, developmeente, and associations. Latin, and then French, have
failed to remain the univ®Bcsal literary language of Europe, and no one now
dreams of establishing on«» language and one character for the whole of Euj-ope,
as is the dream of superfficial optimists for the more popukted India, the
lin^stac stfb-divisions off which are, after all, more ^tensive than tlie few
millions of Spain, Portugall, Wallachia, Hungary, and dtjier countncs, which
all insist on the pre^rvaticon of their national anjd characteiistic^^
spite of official^ or othei^ ctonyenience.
 ( 46 )

0.—QUASI-VEENAOtriiAR INDIGENOUS EDUfCATION IN THE

PANJAB.
I have omitted an account of lAhul and Spiti, where, without any aid
from an Educational Department, almost every man aand woman is able to
r ^ , as the example offered of universal educationi by another Buddhist
country, Burmah, under the guidance of its ^riesthoood, is far nHore striking
than any lesson that can be derived from these sparssely populated valleys.
One thing, however, is clear—that unless we follow the lead taken by Burmah
in identifying the priesthood with our educational measurres, and in establishing
an Educational Board {pide Appendix I), we shall neverr have mass-education
in the full sense of the term. I have also excluded amy reference to Pakhtu
and Baluchi education, as what may claim that desigmation among the races
speaking these languages is so connected with either Araabic or Persian as ta be
more suited for classification under the head of the seemi-classical education
which is ^ven through the medium of Persian. Indeed,, with the excpption of
Gurmukhi and Mahajani, there exists no vernacular in^genous education in
the province.

III.— Q u a s i - V e r n a c u l a r S chools (U r d u a in d H in d i ) .

U r d u , which we imported, did not boast of a singles school on our advent.

H in d i also had no specif schools for its tuition. The IMuhammadan vernac­
ular, so to speak, was leamt incidentally, whilst it wass also being improved,
through the study of Persian and, similarly; the vernacculars of the Hindus,
whatever they might be, were being developed through i the study of Sanscrit.
As Mr. Arnold sta ^ in the first Educational Beport, p»aragraphs 17 and 21,
‘ 1It will be seen that there are only ten Hindu indigenoms schools, and I rather
douM the actual esktence^ as such, of tlieae. " To educsate a boy by teachiiig
him his native language is to the natives almost a cocmtradiction in terms.
JPeriian is Bomething^ and Sanscrit h mmething; but itohat is Vrdu Tliis
is precisely what the Pathan or the Beluchi might be exgiected to say fegard-
ing his own language; and if there are now indigenous schools in the Panjab
in which Urdu is taught, it is because it has become s the recognised ofljcial
language, and also because it is nearest to the veinacularr spoken by Muham­
madans in this province, in which, naturally, words fiwm Peraian and Arabic
would abound. I would not for a moment depreciate thfe importance of Urdu
as a Hterary language; on the contrary, inflectionally andl m^hsiCopiaverhorum
it stands higher than Persian, which is the easiest, as it iss th^ most elegant, of
all Oriental languages. Urdu also possesses a piquancy iin poetry and e|)igram
all its own; whilst its utility as the official languages of Upper India and,
practically, the of this country, is beyomd question. What I
wish to point out is that its study, as a separate langutagct is contrary to the
law of its natural development in this province, where mai-ny may yet be found,
even in obscure villages, who can understand, if they ccannot speak, classical
Persian, but where rarely even a Government schoolnnaster can be met who
can perfectly explain the Urdu text-books of the Ediucational Department,
which are written in the dialect of Delhi, spoilt by quainit idioms and an un­
successful attempt at a misunderstood purism. Por iinstance, whilst every
Panjabi will understand the Persian for “ greenish ” or “ nnixed with green,” i.e.,
“ sabzi-mail,*' he will not be able to understond the Urdu of tthe text-bpoks, “ sabzi-
leitahua,” which the Panjabi boy would trijinslate as “ h o is taking vegetables.”
Besides, the jerkiness of the sentences in the educational I text-books is opposed
to the continuity and sobriety of thought of the Panjabi estudent. Urdu, with
a strong element of Persian, is im ders^d by all Muhamimadans and the Amla.
class, as well as the educated Hindus generally throughouit the Panjab; but an
Urdu from which Persian and Arabic words are purposely^ eliminated, and their
place is taken by local soiith-coimtry Hindi, travesties in an Urdu garb, is
simply unintelligible to the Perso-Panjabi-speaking popullation. The develop­
ment of this vernacular would be a natu]^ one if, as Uiefore annexation, the
I^ple were to study Urdu incidentally through Persian; -and I, therefore, con­
sider its special cultivation for sevem years at school ito be a waste of time
which coiUd be more profitably employed in learning subjects of piaoti(»l
 ( 47 )
utility. The fact is thait the direction of the Il(]lucational Department has long
been in the hands of nnen, both European an^ Native, connected with Delhi,
where alone it may be s?aid to be less unpopular than throughout the rest of
the province, which, in eeducational as also in other respects, has suffered from an
administration whose solle sympathies are alleged to be with Delhi opinions, Delhi
interests, and Dellii insttitutions,^ though I am not aware that the education of
the once Im^rial City off India lias escaped the injurious influence of the Depart­
ment, considering that piortions of its district are now among the least educated
in the whole province ((see Director’s No. 4S., dated 22nd September 1881>
paragraph 10); whilst ass regards primary schools the percentage of attendance
on the whole populatiom of the district, excluding towns, is only *28, being
actually below Gurgaon with ‘34, Ludiana with *36, Jalandhar ‘61, Hushiarpur
*35, Amritsar *40, Gurdaispur *42, Sialkot *31, Gujranwala *39, Rawalpindi '41,
Jhelum *44, Guzerat *37,, Shahpur *30, Multan *42, Muzaffargarh *30, miserably
small as even these highter numbers may be in a general estimate of the extent
of Government and aidetd primary education throughout the Province. This
hearth of Urdu, or ratlher Muhammadanised Hindi, is also one of the lovrest
in indigenous education,, if we exclude the city, 400 pupils only studying
Arabic, Sanscrit, Persiani and Land6 through9ut the whole district of Delhi.
As regards the citt/, it hais ceased to be a seat of Muhammadan learning since
the misapplication of thie Nawab Itimad-ud-dowla Pund (see Appendix III to
this Report), in spite of tthe protest of its natural trustees, the donoi^s relicts^
whilst the Department lhas been unable to prevent the abolition of the Delhi
College, once an O R iE N m L C o llb &e supported by Muhammadan subscriptions,
and which, with betteir management, could have become self-supporting.
Eormerly, the best Arabitc and Persian schools in India, as well as the purest
Urdu Uterature, flouiislhed at Delhi, In my own time, one of the greatest
Sanscrit schools, from whiich the largest Sanscrit Explanatory Dictionary was
sent to the Panjab Uniiversity College, died from neglect, the Department
apparently being unacq[uainted with its existence, although attention was
drawn to it. Now it camnot be said, as implied in the Directory’s No.^4S.,
above quoted, that DelM possesses almost the only, or the best, indigenous
schools. On the contrarjjr, my enquiries lead me to the conclusion that they are
below the average of the Ibetter schools of the kin4 in the Paiijab. Compare
this state of th^gs withi the condition of Delhi described in Mr. aI. H o w l’s
remarks in page 19 of Ms Report on Education in British India in 185^ and
in 3870-71:—“ Delhi ha(fl beeu the metropolis of a-^vast empire, the patroness
0f the arts and sciencesj, the nursery of Oriental literature, and the seat of
schools and colleges, resoirted to by the learned of the Eastern world. In 1792,
an O k ie n t a l C o lle g e , supported by voluntary contributions from Muham­
madan gentlemen, had beeen founded at Delhi for the encouragement o f Persian
and Arabic. But this coJUege and other academic institutions hs^ long since
fallen into deplorable nejglect; their patrons had been reduced from affluence
to poverty, and of the fumds designed for their support, only a small remnant
was left. Hence, on the ceonstitution of the Committee of Public Instruction
in 1823, Delhi had speciaE claims, and it was resolved to found a college there.
The college was opened im 1825, and in 1829 it received a munificent bequest o f
Ms. 1^70fi00 from NawaB) Jtimad-vd-dowlay the Prime Minister o f the Kmg o f
Oudh. The application off the endowment was the subject of much discussion,
especially after Lord WilUiam Bentinck’s decision of 1836, which abolished
stipendiary allowances to) students in Oriental Colleges. The final resolve ot
the Committee, however, (declared in 1839, was to constitute the Delhi College
“ an efficient institiition fo r Muhammadcm This resolution was
approved by the Govemmtent, but has not been maintained. The last return of
the Delhi College shows tfchat **o i 61 students, thete are 49 Bitdus to 1 Mu­
hammadan.” It is, indeeed, sad that, generally, the lower Hindu bourgeoisie
should dispense the patromage anid almost monopolise the emoluments of the
education and of the subsc3riptions which the liberality of Muhammadan nobles
for several ages has handetil down to the present generation.

As regards H i n d i , H have already explained that, beyond Delhi, this

la^uage does not e:i^ist im the J ’anjab; that it is constantly confounded with
H^hajani, and that it is used for purposes of party-warfare, as equivalent to the
 ( 48 )
“ Bhdsha ’* of the Panjab, its real vemaeular, i. e., Panjjabi, written by educated
Hindus in the Nagrichamcters. ^ h e n Pandits advocatte the extension of Hindi,
they mean the extension of Sanscrit learning throujgh the medium of that
vernacular and in the described form; when il^nyas w^ish for it, they think of
the same vernacular in Nagri, Mahajani, or Iand6, or mierely wish for the cultiva­
tion of their sacred language, Sanscrit; when angliciisedi Hindus clamour for
it, they have in view the unification of Hindus tBurcUghout India by the
adoption of the departmental Urdu in Nagri characters. Wherever Hindi
schools existed or exist in the Panjab, they were and are (with few exceptions)
either Sanscrit schools in which the translation of the' sacred writings is in the
local vernacular and in the Nagri character, or disc Mahajani or Land^
schools. On this point the reports of the Educatiomal Department from its
commencement to the last year are almost conclusive). Paragraph 21 of 1856
says, ** I do not quite understand the return of 28ffl Hindi schools. A real
Hindi school is very rare, and I think a great majority of these 289, if strictly
looked into, would have to be classed as Shastri (Sfeinscrit) or Land6. ” The
Inspector of the Lahore Circle reports in 1871-72— Hindi schools are rare
i,n the Fanjdb\ the coiisiderable number entered iin the returns as Hindi
students probably include those of Gunnukhi. I have m recollection of
having seen any private Hindi school, though smiall Gurmukhi schools
are not uncommon. Mr. Pearson reports in 1872-73*— “ notwithstanding the
newspaper cry for Hindi, raised by the Hindus, no) serious effort is made to
use the opportunities which exist. The Naqei scholsars are about a third of
"Wie whole of the primary schools in the Umbala cirffile, and there are many
schools in Kangra and HusMarpur.” But i\&e Nagri character h not
the Mindi language of Delhi or of any part of the NTorthiWestem Provinces.
It is useful as leading to Sanscrit, and I would be thie last to discourage the
use by idl Hindus of provided the langu^ige isi Panjabi. Dr. Tbumpp,
|;han whom, probably, no greater authority exists om tbe subject of J^anjahi
and Mindiy distinctly states in his monumtental translation of the Adi Grant,
that Panjabi is nearer Sindhi than Hindi:— “ N^nak and his successors
in the gurusHip were all Panjabis; but it is remsarkable that their idiom
does not differ so much from the Hindui o f theses days in a grammatical
point o f view, as mwl^m Fat^aU does from ifke Hindi. But we must
not rashly conclude from this fact that the Panjabi of those days was
essentially the same as the Hindui, and that thee peculiar grammatical
forms of the Panjabi were developed in a later period, for such an as­
sumption IS disproved by the old Janam Sdkhi off B&bik Ndnak, which is
written in ifhe regular Panjabi, a dialect which diffiers considerably Jrmti the
Hindui, as it uses pronominal suffixes and other grmmmatical forms, which
are quite unhnown in Hindui and only to be pound itn t h e cognate S in d h i ,
to which it approaches/ar more than to the Hindmi.** (Chapter V, on the
language and the metres used in the Granth, p^lge cxxv of his “ Adi
Granth” ). Even Baluchi, not to speak of Multanii and other dialects, has
been strongly atfectfed by Panjabi, wWch is as differemt from Hindi as Italian
is from Provengal French; the Indian Latin or Sansccrit affecting, no doubt,
both Panjabi and Hindi, just as Latin has influemced the,various Romance
languages in Europe, and being a link among its Catcholic clergy, as Sanscrit
is among Pandits all over India. But Italian is not French or Latin, as little
as Panjabi is Hindi or Sanscrit.
As, however, XJrdtj is now taught in several Pe?rsian indigenous schools,
and H i n d i text-books are now used in a few Hindu sc3hools, it may be desirable
to give a list of them, before proceeding to describe wlhat has been erroneouslt
called by the Educational Department “ the most gienu/ine educational insti-
tutions in the country, ” namely, the P e r s ia n scho)ols, which I have classed
under the heading of S e m i - c l a ssic a l in d ig e n o u s bdthcation .”
( a )— U rdu books u se d in some P e r s ia n in d ig e n o u s sohools —
1. Tashrib-ul-huruf . . (Alphabet off Urdu.)
%. Nasihatnamah . . . (Admonitionis in Urdu verse by Maulvi
Qutbuddiin of Delhi.)
S. Insha Urdu . . . (Letter-writter.)
4. Inshi Ehird Afroz . . . (Ditto.)
 ( 49 )
5. Hakayat-i^Loqmam . (^pop^s Fables under the collective name
of Lokman.)
6. Guldastai-Akhlaq (On morals.)
7. Kissai-Shah Rum (A story, condemning* pride, in verse.)
8. Bajjh-o-Bahar . (TI>ewell-known story oFthe four dei-vishes.)
9. Fasana Ajayeb . (Or “ The wonderful story ” .)
lU. Dharm Singh ka EKissa (A story moralising on the victory of
Truth.)
11. Urdu-i-Moalla . (Letters of Ghalib, a specimen of the purest
Urdu.)
11. tJdi Hindi (Another collection of the letters of Ghalib.)
13. Gnlzar Nasira . (The two best poems in Urdu, the first by
14. Salirul Bayan . Paudit Dj^a Kishen Nasimand, the second
by Mir Hassan.)
15. Diwan-i-Zauq . (A collection of the poems of Zauq ■'\)
16. Diwau-i-GIialib (Ditto ditto Ghalib.)
17. Indar Sabha (A drama of the Court of Indra.)
18 *Mirat-ul-urus (thelbride^s minor (Two novels on an English model to pro­
19. Taubat-un-nasuh mote female educaiiou, by Maulvi Nazir
Ahmed.)
20. Mubadil-Hisab (Arithmetic.)

(i)— H in d i book s u se d ) in so m e H in d u sch o o ls-

1. Akhshar Dipika Light of the alphabet.

2. Barn Mala . . . . String of letters.
3. Paliare . . . Multiplication tables.
4. Bidbyarthe-ki-Prattham Pushtak 1st Book of the student—a treatise on the
letters.
5. Charnayek.
6. Baital Pachisi . The famous 25 stories, of the Demon.
7. Prem Sagar Ocean of love (the well-known story).
8. Dil Bahlao Heart entertainments ^stoi'ies).
9. Ganit Kirya Arithmetic,
10. Kaipayan of Tulsi Das.
11. Akhyan Manjri A brief story.

I have also added (see; Appendix V to this Report) a list of Urdu and
Hindi works published undeir the auspices of the Panjab University College, or
prescribed for its students ujp to the degrees in Arts Standards, in the hope that
it may convince a candid miiiid that vernaculars, which can draw from langua«
ges and literatures so copiouss and extensive as Arabic and Sanscrit respectively,
are quite capable of renderring the facts or scielitific processes, if not the
thoughts, recorded in the liinguistic thesaurus of English, which has not yt't
found a translator of sufficiemt words and versatility to render the “ MakamAt
of H a r i r i ,*’ and which is scaaroely able to do full justice to Urdu poetry. Of
course, in proportion as an Eiuropean is less acquainted with Oriental languages,
as well as with the subjectrnnatter of the intended translation, Avill he deny the
possibility of rendering faccts and scientific processes (the property of the
world), if not the poetry andl literature (which are scarcely wanted) of his own
country, into the vernaoulairs of India. True scholarship is inseparable from
sympathy; bat where both aire absent, as, I deeply regret to say, is the cas6 in
the Panjab Educational Dejpartment, non possumus must become its motto,
whenever any progress or refform is urged, and the result, after years of wasteful
expenditure, has been that tihe province, inhabited by the most enterprising race
in India, has retrograded; wliiilst Lower Bengal has increased its pupils to twenty
times, and even the Central IProvinces to five times, their original number, all
three provinces starting, comiparatively, on the same footing. It is also deplor­
able that, with the excessive leisure enjoyed by most of the higher educational
officers, esp^ially the Directcor and Inspectors, not a single original book of any
merit shoiJd have been produieed by any of them on the languages, education,
history, ethnography; or antiiquities of a province, which is a mine o f ^ these*
treasures; nor has the Departtment enlisted the co-operation of the jieoplc in tin*
foundation and liberal mainteenance of a single Free Public* Libi-ary, Collo£?C(_
Society, Scholarship or Pellowship, or, in any way, identified the nativ es'with the
measures of Government. CDn the contrary, it has been by far the most active

* This boook has been traoslated into Gunuukhi.

 i 50 )
agency to disseminate discontent among the lialf-editcated youths whom it has
sent foi*th from schools and colleges paid by the Stnte, and it has pi‘oi)ai cd a
state of things which even the ablest Government will lind it difficult to im­
prove, instead of preparing its alumni for the duties of loyal citizensliip and f»f
public or private usefulness. Eeverting to the subject of translations into Urdu
and Hindi, which, although only quasi-vernaculars, none the less deserve cultiva­
tion, especially if, as originally,mtended by the Government of India, tluj Pan­
jab University is established for tlie whole of Upper India, inchiding theNoi-th-
West Provinces, Oudh and Rajputa,na, into which its influence is ah*eady ex­
tending. The following extract from the preface to my “ History of Muham­
madanism” in Urdu (the 2nd Edition) may serve to show the
direction which adaptations from European authors may take, however imper­
fectly I may have followed my own precepts:—
“ I take this opportunity of pointing out that approved books on Science
and Literature, written in any of the European languages, should not be trans­
lated, but ‘ ADAPTED ’ into Urdu. European writers, more specially perhaps
those of our own timesj appear to delight in'generalising and in the abstract and
impersonal, whilst the genius of almost aU the ‘ Oriental Languages^ is*per­
sona] particular, concrete and dramatic. The ordinary difficulties of transla­
tion ure sufficiently great even in the case of translation from one European
lanpfuage to another, to render it doubtful whether Shakesi)eare can be ade­
quately translated into French, Beranger into English, or Dickens into Italian.
In the case of Oriental Language, the difficulties are increased to such an ex­
tent as almost to justify the assertion that most European books cannot be
translated at all into them, but that they have to be re-toHttm. Even in the
ti|inslation of the New Testament, the language and spirit of which are so very
‘ feistern/into such Oriental languages as Arabic, l\irkish and Urdu, the full
meaning of the original (or m r interpretation of it, or the association which has
grown up with it) is rarely rendered, As an instance, I would refer to the 24ith
Chapter of the Gospel of St. Matthew, in the Turkish version of Turabi, which, I
believe, contains 108 mistakes against grammar and sense.
“ In Urdu we do not want translations; we want *adaptations.’ We do not,
for instaocG, require Mill's Political Economy translated, but the mhject of Po­
litical Economy introduced into Urdu in a popular form. The same view holds
good with regard to History, Metaphysics and Literature generally, where we
want the subjects treated in a simple and idiomatic manner, and not the transla­
tions of writers on these subjects.
“ What I venture to propose is, I believe, a more useful task than mere
translation. Translations, such as have hitherto appeared, seem, as a rule, only
to require a Dictionary and a docile Munshi; versions, so intelligible that a lad
of fourteen could thoroughly understand them, require the author to know the
subject on, \nd the language in, which he writes, thoroughly.* Indeed, when-
evei words represent thoughtSi as may be said to l3e the case with Literature^ it
is necessary to examine the associations with which either the one or the other
are connected, and, if no exact-equivalent can be found in the foreign language,
then the translator should himself narrate these associations and, as it were,
build up their history, in his version—^his test being a satisfactory answer to the
question: ‘ would a native, acquainted with the subject and desirous of teach­
ing it in the most simple manner to those natives to whom it was quite new,
express himself in this way ? ’ Unless this is the adapter’s practice, he will
tcach sounds but not ideas. Of course, in scientijio terminology, the words of
which r e p r e s e n t o r it is practically immaterial by what combina­
tion of sounds the fact or tiling is made known. Still, without some imagina­
tion ond power of assimilation, no one, however great his purely linguistic
attainments, can hope to write either * science ’ or ‘ literature ’ for the native
of India, so as to be reaUy understood.”
Whilst I, therefore, deprecate the teaching of Urdu, which can quite hold its
own in tlie struggle for linguistic existence, as a waste of time in schools, where

* Th';n: is a coinrndn saying in the Paiyab, derived from a Sanscrit source; “ It is the speaker’s fault, if
bu caiiuot iiillufiice U jc Lcarcr.’*
 ( 51 )
it can be incidentally and far more innprovingly learnt through the medium of
Persian, wherever a class of the popmlation desire to study that language, I am
a strong advocate of the puhlicationi and dissemination of scientific books in
Urdu and Hindi (the real vernacular of the North-Western Provinces) for th(‘
use, inter aim, of schools and colleeges, believing that sound and advanced'
knowledge can only be obtained throiugh the medium of one’s own language (to
which, till Panjabi is sufficiently deweloped, Urdu and Hindi are the nearest in
this Province). Thi.iking in the metdium of a foreign language does not aid re­
flection and, indeed, acts disastrously on both the intellect and the character.
It is perfectly true that a knowledge of English is a key to an extensive litera­
ture and to much science and psejudo-science; but so also is German the
key to a, probably, even more extemded literature, and to certainly more pro­
found scientific investigations; yet no one dreams of depriving an English
graduate of his degree because he does not know German, and it is doubtful
whether he would deserve the degiree, if he knew German and little or no
English. In spite of the comparatiive paucity, through perfect sufficiency, of
scientifiic text-books, of our own prescription, in Urdu and Hindi, the first B. A.
Graduate of this year is a Maulvi who does not know a word of English and -vi^ho
has beaten, among 15 candidates, IS who were English scholars, including a
“ first man ” of the Calcutta Universiity.
 ( 52 )

D.—SEMLCLASSICAL INDIGENOUS BDUCATION IN THE

PANJAB.
r v . — P e r s ia n S choo ) ls .
( T he ease and elegance of Persian conqueredl most of the courts and offices
of -^ia, just as Ereneli was long the universal language of diplomatists and
gentlemen in Europe. Its dire-ctness and absencee of synthesis also, like French,
encouraged the spread of popular scepticism in letters, morality, religion and
politics, and Persian was the graceful garb in which the gay and the grave
clothed falsehood or truth with impunity from » flippant world. It m ^e a
man a gentleman, with a delightful soupgon of Iweing also a scholar, than which
nothing was, ^ a rule, more undeserved. For Ptersian, like English, one of the
mt>st analytical of languages, soon competed in ^public estimation with the true
scholarship of Arabic, from wliich it pirated wiith a charming candour that
invited forgiveness. It then became the link beetween the man of letters and
“ the man of the-world” till, at last, whoever* wished to write for a larger
public, wrote in Persian. The graver studies wcEPe left to Arabic a but it was
agreed that no one could become a good Persiam scholar without knowing, at
any rate, the elements of the classical langua^ge of Muhammadanism. An
Urdu poet, who knows Persian, still prefers thee latter as the vehicle of his
thoughts, partly because it is easier and partly, perhaps, also because he can
command an admiring public, each member of ^which likes to be suspected of,
at least, understanding Persiaji. Tliis sentimentt, however, does not apply to
women, among whom the tendency to Persian pcoetry is considered an alarming
syi^tom _W male relatives. For them Arabic, which they do not und^tand,
or Urdu, Hindi, Qurmukhi or Perao-Pai^abi, whiich they do understand, and in
which religious books for their use are written, aare considered to be a sufficient
literary accomplishment.
I f I have called Persian “ semi-classical,’* itt is because it was the greatest
element of culture, though not of mental discipline, to the East. Every one
could leam Persian, whilst few had the couragge to face Arabic or Sanscrit,
to the former of which, however, it was often aiH introduction. In the words
of Hafiz, it was the clay which derived its fraggrance from proximity to, and
association with, the rose. It is, however, no connmon clay. Its present decay, •
as the polite vernacular, or the “ language of genttlemen ” of the East, is as much
to be regretted, as the ellmmation of the elemenits of Persian, Arabic and Sans­
crit in Urdu or of Sanscrit in Hindi, does not,, as is fondly imagined, purify
these diali^ts, but simply reduces them to their jpristine barbarism.
^ "tfee Panjab, Persian was the languag^e of courts and of the court,
thOuglS Kanjit Singh conversed by prefeience im Panjabi and recommended the
study of Qurmukhi to those who came near him.. Both Hindus and Muhaihma-
dans, who wished to have appointments undler the State, studied Persian.
The host of employes was enoimous, as our firest Administration Reports will
indicate, and there was scartsely a family in the province which had not one or
more of its members in Government service, cjhiefly military. The Muham­
madans, moreover, read and taught Persian froma religious and social pride, and
the teacher’s seat was almost entirely monog)olised by them. The Hindu
castes, especially the Khatris, to whom officiail employment was traditional,
eagerly frequented the Persian schools, even whcen the Koran was also taught to
tlieir Muhammadan fellow-pupils; so strong wass theKhatri feeling in favour of
Persian, that they, till recently, spurned the sttudy of Hindi or Urdu, for thein
caste tradition is to learn whatever will give tlhem official and political powerj
This is why they are now so eager for the cultiwationof what they call “ higher
English education,” if possible at the cost of the iState, but, if necessary, at their
own cost. Indeed, so deep-rooted is this feeling in the class, whether Muham­
madan or Hindu, that aspires to official employnnent, that we need never to have
started an Educational Department at all for tlhe spread of English education,
just as we need not maintain one at present for* that or any other educational
purpose, for the official demand for employe aicquainted with English or any
other language or subject that may be remumerative would have given us a
 ( 53 )
more tlian sufficient supply tfor any grade of the administration in which only
ability and attainments are nrequired. The Hindu aspirants for office were ever
of the persuasion of their miasters. We find Hindu Persian writers prefixing
tlieir pi’oductions with praisejs of the Muhammadan prophet, or referring to the
funerals of their distinguishfed fellow-eonntrymen as hc'ing “ burials,” and not
tho “ burnings ’’ abliorred to Musb'm prejudice. Hy weall li chiefly can a Khatri
indulge in tlie practice of tllie virtues of the Hindu religion, and to acquire
wealth, most means were Wellcome. Tlierefore, in explaining the preponderance*
of Hindu over the ^tuhamnuadan pupils in the Persian schools of the Panjab, the
(juestion of the caste to whiciii the ]>upils belong(Hl must, in this as in crrri/ other
Indian enquiry aiVecting the' people, be constantly k(*pt in view, Finally, we
also find tliat all the religiouis books of the. Hindus, hi current nsr, w('r<^ trans­
lated into Pei*sian, and, subsciquently, into Perso-Panjabi, in wliich form they
are still to be met with.
Availing itself of a tem]porary prejudice of Government against Muham­
madans, partly duetto a misctonception as regards the mutiny, which the Duk(?
of Argj’^11 has clearly proved to have been a Hindu rising, the Educational De­
partment began its operationis in tlie province by trying to oust the Muhamma­
dans from the teacher’s seat, and, finding that'tlieir schools were attc'nded alike
by tlieir co-religionists and li)y Hindus, endeaA'oured to supplant thrnn by the
introduction of Hindu teaclhers, and by the absorption of tlie Persian schools.
Of this endeavour, the “ Prewis and Conclusions ” attached to this report, Mdiich
are based on the reports oif the Tklucational Department, afford ample and
melancholy proof, even long after Government earnestly en{h)avour<;d to revive
“ Muhammadan education.” So strongly, if (‘rroneously, did the Muhammadan
community believe itself undler the disfavour of Government, that its most prom­
inent members gave me theinr views regarding the appointment of Kazis and
other matters, with the injiunction not to mention their names. This was in
1872; but the Educational offficer who officiated for me suppressed that docu­
ment, and it dot's not appear in the collection of opinions then published by
Government as regards “ Muihammadan education ; ” but its recommendations
have since been reported, andl some of them are now carried out.
Aa rfcgards, however, thee absorption of the Persian schools into our educa­
tional system, it is a mistakei to suppose that the liest Maulvis came over to
our schools, as is so constantlly alleged in our reports. Some of theift may have
done so, as men will always the found who hope for ^improvement in a change
of masters, but the most resjpectable, the best paid, and the, otherwise, well-to-do
Maulvis stood aloof from ouir system, as they still do. Far more natural is it
to suppose that those teacHeirs only, who had fallen out with their clientele, or
wild discovered signs of deereeasing liberality on their part, or who preferred a
fixed salary, however small, tto a precarious income depending on their exertions
or increasing reputation for Ueaming, should have “ come in ” to form, much to
their subsequent sorrow, the only basis on which an Educational Department of
any pretensions could alone astart in the Panjab. My own knowledge directly
contradicts tlie allegation that the best indigenous teachers, whether Arabic,
Sanscrit or Persian, joined the Government schools, certainly not as a body.
The best Oriental scholars are still found presiding over indigenous schools, whilst
few of any respectability oir learning went over to the Government schools,
as long, at least, as their owm patrons lived, or their.landed endowment was
continued. It is absurd to suppose that men will give up incomes from Rs. 10
to Rs. 100 per mensem, or foirfeit their reputiition for sanctity and philanthropic
t^ h in g, in order to identifyz themselves with the Educational Department of
the conqueror and the stranger, on salaries of from Rs. 5 to Rs. 10. What
formed the basis of the educiational operations—and a very sound one it was,
cohsidering its other elemenfts—were (with spbie exceptions) the flotsam and
jetsam^ the disjecta memhrm of the existing indigenous t^ h in g profession.
That many of them were connpctent, only with a few weeks* preparation, to
teach the new subjects of histtory and geography,* and sometimes even arithmetic,
only shows that the mental ttraining, elementary though it may have been in
• A list of iiiiniefi of pluccii, often barbinroiwly rmWed in our text-books oiul uii>iocoinp:iiru‘il by desiTiptions, htt*
no edmmtiuiial valne ID tile opinion of* an iuiUigettoos tatcher.
 ( 54. )

some casos, which they had i’eec(s'ed iii Persian or Arabic, or hotli, was sufficient
to enable them to be soon farnhejul of tlu'ir piipilss in untried biCnnches of know­
ledge, and is merely an <'neourai^ejnf'nt for us at tlhe present moment, to utilise
the indigenous teaehei's that still rt/main, without, obliging ihein to go to, what
are, practically, Normal schools o’ily in name.
Were England conquered b^ tlie kindred Priussians, not the most jxitriotic
or the most respectable Englisl^en would^ especrially at first, seek the lavoui''
of the conqueror. In India, where the difference3 in colour, creed, and customs
is far gi*eater between the Entopean and the natiw^e than that existing between
any two European races, allVho were not to nieet members of the
ruiing race, avoided all in^^^rcourse with it, till ttime had shown the desirabil­
ity of approximation. As a rule, those who fflatter our preconceptions by
imitating our manners, are those who, with fW)me noble exceptions, have
come into conflict witlv all that is resjTcctable in their owti community. It is
for us, therefore, to t;>ke the first step to identify the interests of the chiefs, the
w'ealthy, and the reljrgious leadei*s of native sociiety with the maintenance of
our rule, by seeking tliem out in their seclusion with the profession and prac­
tice of good-will towards themselves, when, I bellieve, that the resjionse ^vill, in
spite of persist(Mit previous discouragements, excceed our expectations. I still
kiib'w native swiiolai*s of the gi’catest merit w’^ho would as soon think of aban­
doning their s4ligion or breaking their caste, as) of calling on the officials of
a Governm^it en*oneously deemed to be bent on the destruction of all that is
revered in ;i^tive traditions and associations.
Th^ present returns of indigenous schoolls, imperfect as they obviously
Aust 1^, wiien it is considered tliat I have had tco collect them, without a staff,
m t l i ^ months, among a heterogeneous popmlatiou,' when thi*ee years were
Jd otted for a safenilar purpose, amoup the move hiouiogeneous people of Bengal,
wi^ show what i*emains of authorship or scholair^hip in the province. Jfot to
sFieak of Arabic or Sanscrit, of which the Orieental College is the only se^t of
(earning in any way Qonnect^ with Governmentt, and wjbichis almost tlie exclu­
sive monojjoly of indigenous schools, even Person is not taught satisfactorily .in
Government schools, and aU those who wish to'nnake practical use of it in ,coin-
, position, not to speak of the humbler penmansh^, have still to en^ge either
an indigenous teacher of Persian, or to attendff an indigenous Peraan school.
Whilst I, therefore, fully admit that a greeat many Persian indigenous
schools have been ruined by their absorption intko the departmental schools, and
by the cheaper, if greatly inferior, Persian teachiing which is now given at the
latter institutions, I contest the accuracy of thee statement* th^ the best Per­
sian instruction, from humble caligraphy to the; highesf. scholarship, is given in
our schools. That education, as I have already' stated, i*^■imputed in priyate
and indigenous schools. It is only lately that caligraphy has been raised, to
any dignity in our primary schools, at the inst^mce of Government and wiiii the
resistance,"which still continues to be passive, o^ the departmenl. Tet, without
caligraphy, the sister to orthography, the courrts and offices will continue to
complain of the inelegance and inaccuracy of tine papers written by pupils from
our schools, and will prefer the nephews of Serishtodars or Munshis, who, with
less conceit, have grieater clerical aptitude and jpatience—qualities which have
been fostered by the extremely careful and artisstic instruction in penmanship—
which is the humble beginning, as it is the progressive accompaniment, of
studies in Persian schools.
J myself owe a debt of gratitude to those who instructed a somewhat back­
ward caligi’apher in the mysteries and elegancess 9! Muhammadan handwritings,
which, even in their greatest involutions, j)i*esserve the quick and ready teach­
ing of chiefly lineal ^ettei-s, which the accustomied eye can embrace far more
readily and* accurately than a scrawl in one off the European characters. The
proportions of letters in the Perso-Urdu charaicter in themselves and to one
another are determined by fixed and highly' artistic rules. At 'the risk of
digression, 1 would, in this place, desire the cconsideration of those interested
in the subject to my papers, submitted to the S^imla Text-book Committee, and
to the-Seriate of the Panjab University College?, on the advantages and disadvan­
tages of the so-called Roman- Urdu characteiTS, which only the superficial can
 C 55 )
imagino as likoly or Ito supplant, in native use, tlie cliaractcrs ^ 1' tlio
various languages witiiSfliich associations arc connccted.
It is, liowcvcr, not witlk Wntii\^, as in tlic Maluijani schools, tliat tlio
courso of instruction in Pei*si««) schools Logins, hut* it i.5 ahiiost simultaneous
witli seeing, hearing and r(?{j^liTlg the hitters of tin? alphabet which takes place
in the morning, sonietiiues fro)in G io 11, ,‘uidstlie vjiting of the same letters
from 1 to d<, vviien reading is aigaih resumed till 0 ov 7 ; hoys who have not dorie
this heing ke])t sometimes tilU 9 oVlock. The letters are not taught in the
confused and wasteful way tliatt, I heli(‘ve, has ])een hekl up to the admiration <d‘
the Education Commission, ini which they art' repr(?sented in ,^iour columns as
“ separate,” “ initial,” “ mediial’^and “ iintil,” as if 'th(‘. commonest sens(‘ could
not tell the 1)oy tliat when a Icettqr is connc'ctcd Avith nn()ther, it must h(‘ c/m-
nected eitlu'r on one or the (oth(!r side of it, and that-, if it stands alone, it has
not to he so connected, hut cam eren afford a flourish of its own. lie is, th(;re-
fore, only taught the letters as they stand unconnected, is told whid 1 letters
may not have others added to them, and is then introduced to two letters in
combination, and so fortli. The writing is a^matter^' more dilliculty, for the
pupil has to measure, with ccertain numb(T of prescrib(Hl dots, the distances
between the proportions of ai letler in l(*ngth, height and br(‘adtli. Of course,
the casiest.plan for learning tlhe lottei*s of the alpha])ct in every possil)l(; com­
bination would be to learn imcreljir the principles which und(‘rlie tl»e formation
of certain grm.ips of lettere, as^ pointed out in my “ Intfoduction to a Pliiloso[>hi-
cal Grammar of Arabic,” and which reduces the dilliculty of l(3arning the Urdu-
Perso-Ai*al)ic characters separaitely or in (jombination to l(?ss than thr(;(; liours’
work, as I have tried with mjy students at King’s College, London, but I doubt
wdiether the plan would sucjceed with the teacher of a Persian or Arabic
elementary school. As regardls wi’h.ing, liowcver, I can only suggest the adop­
tion of the native system.
The pupil is then introdluced to the K i i a l i q b a r i , a triglot vocabulary in
verse written in one night by the poet Khosro, during tlie reign of jViuhammad
Toghluk, it'is said, for the so^n of the keeper of a Serai, where he was staying
for the night. It is in Persiam, Arabic and the Hindi of his age. Tlie fact
that this is the first reading-book (except, in the case of l\luljammadan boys,
books of religious devotion) iin Persia^x, to which the pupil is introduced, dis­
poses of the repeated allegatiions in the Educational Reports that the majority
of Persian schools teach without giving the meaning of tlie text. The distinc­
tion of reading first without tihe translation “ and, then, with ^le
translation, ba-ma-ni V r^f«ers to a different stage, regarding which moi'o
further on. There can be mo doubt that by the time the ])oy has mast/jred
the **Khdliq hdri'' he a3ready7 possesses a vocabulary, which is almost sufl^cient
to give him the general meaaning of what he rfiads, hai)-ma-ni*^ even-if he
liad not been taught, as he is,, to write short Persian sentences in the afternoons
of the days on which he resads the Khalut 6dr». A specimen of its mode of
instruction, which reminds mee of ruh*s in verj>e, mucli to tiie lielp
of the memory, and of similar vei’sifications a<^optcd in some English schools,
may give an indication of the educational valui of the book: It )icgin;9 thus:—
Kh«Cliq, Surjan-hitr - T)i« Cmntfir. tu imm'/l .h/ ArntM,
A * A. P. H. P«rMant> and Jiiti4u!«
Wahid 6k ___bidiC _ KcrUiy
one, A. one, H. know God, H. = Know to ^ one God.
Easul Pevf'hambar j^n ____Basit = The prophet.
Piophet, A. Prophet, P. know, H. prophet, H.
Yar Dost bole It I* = Go on saying “ f pie’Td' (in €be
friend, P. friend, P. say, H. go, H. Friend H. three languages)^
Kah Tariq Sabil paitsh4n = Know “ the Toad ” (of 3 Perso-
road, P. road, A. road, A. “ discernrH. Arabic words).
Art tehu-ka Marag i^n — TJie meaning of the three know to
meaning, H. three H. ofH. road, H. know, H .' le “ road.”
bis hay Jab __ Neyer Kburshcd = iiffioii ” in Hindi is “ m&h ’’ in
muon, H. is, U. moon, P. sun (great sun, P. i ' r s i» n ; Hun" in Arabic is
star). “ I I'urahed " in Per»ian.

' A •’ stud!) for “ Arabici;*’ “ P ” (or " Feniian ; ” ” H ” for “ Hindi ” uUn* “ L'tily.’*
 ( 60 ■)
K a la njl>C s i « h _____ = B la cV , w liih ’ (F lim li) is “ um li,
black, H. white. }!■ iiLck, 1‘. wliiic. IR sufod” in I’ursiau.
KhiUiq Bari, Su)'}tni-7idi\ Jinli. TTariq, SahU, pailshdn.
M'liliid, (k, hidd K<rlat\ A ri, fiMnitn Mtti'Kfi J6n.
Itam l. Fci/ij/iumhiii' idn JiasU. Sis ha;p/ Mali Net/af Khurslted.
I ’lli" Daxl, bolo Jd Uh. Kalu, mijht, sid/i, mi/i'tl.

As the words are marked “ A*in,” “ P ” and ‘ ‘ H ” respectiTcly, there can be

little confusion, especially as the teacher explains tthem in every second lesson.
The above Heniistichs are in one particular metre, those that follow in another,
and so on, so thsitthe boy, unconsciously, leanis Prossody before, like Mr. Jourdain
Avith his prose, he is aware o f the accomplislmient..
He then proceeds to the Faudnama of Saidi, which is in verse, and was
obviously intended by that gi^eat master for tlie us*e o f children. In this little
book, more commonly known as the KAidiiA (as^ its fii*st line begins with that
word) various vices are condemned, and the virtmes ai*e extolled. It is idle
asserting, as is done in some Rejwrts, even iinchnliiig^ that of the genial
Mr. Adam, that no moral instruction is convey(‘dl in Persian schools when the
leading and writing of such, nuixims as are contaiiin'd in the Paiid/ianm ave
insisted on and tell theh* own tale, which, as manyy^ will be able to confiiin, a so
the guiding stars of thousands of ex-pupils of t h e ^ schools during taeir after­
life and are constantly on their lips. Per instance?, how often wb(‘n the advan­
tages of education are pointed out in some Dmrbar, is there not a chorus of
recitere of an ignorant man cannot know God,” oor wlien some marvellous story,
is told of European inventiveness, the praise o f m “ Jehandida,” is ironically
given in tacit reference to the Hemistich JehanSida haaiar goyed darogh'*^
“ A man who has seen the world tells many lies ” or “ a miser, even if he should
be an ascetic, will not enter paradise,” &c.

The pupil then studies the “ Dastur-us-sibiam,” an easy letter-writer,”

followed by the “ exliibiting the forrms of conjugating the Persian
vej4)8 wliich are read to the master, and by freqment repetition conmiitted to
memory, a far better plj^n, in learning languages, #han beginning with the rules
and exceptions of grammar, as the pupil has alreaidy a stock of phrases in his
mind to which he can apply some of the rules.
He then reads the G u lista n of Sadi, contaiining lessons on life and man­
ners, in the morning, as an exercise chiefly in prcose; whilst the afternoon is
devoted to the d r a f t in g of letters, petitiojis, and, if rmore advanced, he may perhaj»
even compose vei’ses for the criticism o f his masten\ This he does long before
he studies Prosody, when, after the preliminary ejxperience, it becomes easier to
him than had he begun with rules and exam ple.. It is true that he first reads
the “ Gulistan,’* “ hey-mdni*' “ without translatiom ” ; but it does not follow that
he is pei’fectly imiocent of its meaning, as he cenrtainly must understand the
general drift, for it is precisely in the same way tlhat he has read th e “ Karima”
tii*st, without, and then with, the translation, into Ihis own Perso-Panjabi vernac­
ular, of which Urdu is now taking the place.

The art of writing letters by merely resting o n the palm of one’s hand or on
one’s knee is acquu*ed, first, by writing on boards^, then on pieces of paper which
are pasted together with starch, and, fi^liy^ on orcdinary paper, so that the whole
poinp and circumstance of the European methodl of requiring a chair, table,
and inkstand and bending over one’s seat are umnecessary the native writer,
who can carry all the paraphernalia of his profession in his waistband, and who
can do his work standing or sitting on the groundi.
The “ G u l i s t a n i s followed by the ‘ "B os-jtan,” Y usuf and Z uleikha ,
J a m i ’ s vei‘sic®L of the story of Potiphar’s w i f e ; tlhe love of M ajnun and L alla ;
the exploits of Alex;ander the Great as in the Siikandarnamah by the inimi­
t a b le N izam i , “ the A nyar - i - suhili ” (the light cof Canopus, the Persian version
improved of K alila -o-D ajsna), than which no work can be more replete with
instructions of morality aaid prudence, far beyoncfl the admirable lessons of the
 ( 57 )
Inspector, or ratlier of “ unquestionable immorality,’' if its introduction is.
referred to. Considering, liowe^^er, that this introduction only forms 40 out
of some 3(50, it seems rathen* hard to condemn a story of great merit and jx'rfect
innocence AS of a “ hif/hiy imimoral tendeticy ” (see Director’s No. 48., dated 22nd
September 1881, paragraph 5, st'ction 3, fourth line from the bottom). Con­
sidering that the “ introducliion ” has nothing whatever to do with the muin fmb-
ject of the book, viwdi i\m.i a ^gvlxi be profitably printed or photo-zincographed
without it, as the Departiment has done with expurgated editions of other
Persian works, it seems rathier hard to pass such a censure on a mast(‘rpic(*o of
I nayatull a, who presentedl it to the Emperor Shahjehan and whose tonil) lies in
ruins in front of the Raihway station of Lahore, of which, t )get1ier with
Kashmir, he was +he Govermor. The introduction is called “ the fifth Vc'da ” in
derision of those philosopherrs and students who learn “ the four Vedas” and do
not know the commonest thiings that are going on in the world around them. It,
is a Pwabelaisian production, written in the best Persian style, but certainly, as
Shahjehan remarked, draugijng diamonds through the mire, and not fit for the
mental food of boys, which t&he body of the book, as certainly, is.
The letters o f Abulfazl^ addressed to provincial governors or foreign rulers
behalf of Emperor Akbar;, as also to his friends and relatives, now finish the
ordinary course in a good E^ersian school, and it cannot be doubted that, both
as regards style and substamce, these letteis are an admirable introduction tc
further studies or to officiad employment. Arithmetic is greatly neglectedl in
the ordinary Persian schoo)ls, but the Arabic numerals, often also the
numerical value of the Abjacd and the peculiar Persian officjial cyphering of
numbers, called “ Raqm” in a special sense, are taught to the great advantage
of the future Munshi.
I subjoin a list of Persiam books used in indigenous schools in the Panjab
and, I believe, also the Nortth-Western Provinces; some of these books are, of
course, only studied in more {advanced schools than I have described. It will
be seen from it what an extemsive literature is within the reach of tiaost of these
schools. I also would desire tto draw’ attention to the model Persian Department
of the indigenous Perso-Araibic school of Deoband, in which the system of
classes is adopted, in supersesssion of the more usual course of giving the pupil
his separate lesson in the eevening, than hearing it next morning, and giving
him another lesson to be ajgain heard in the afternoon. The “ Deoband ”
school’s time-table and diviision of studies are, indeed, a inodel to those
Persian and Arabic indigenoous schools, which can afford to keep a staff of
teachers.
The discipline in Persiam schools is maintained by punishments which the
master orders, and the pupil ccarries out; such as standing in a corner; pulling
liis own ears by passing hiss hands through his knees—a most uncomfortable
position which, when protractted, may become a positive agony; having con­
stantly to get up and sit down, an indoor exercise of some value ; being kept
beyond the usual school houras; being prevented, from going to his meal at the
usual time. The switch is alsso occasionally used, but I doubt whether any of
these punishments can be calUed cruel, as even the ear-performance is, except
in very bad cases, not unduly^ prolonged. Fines are not Inflicted.
The teacher, who, accordiing to his abilities, is called either Mian, or Ustdd,
and addressed by his pupils ass “ Mianji ” or “ Moulvi Sahib,” is paid in cash
and kind; the former by a weeekly payment of one or two pice on Thursdays, or
by a monthly payment whicih may range from 1 anna to 4 or 6 rupe^; and
the latter by subventions of fo^od and presents on the occasion of a marriage in
the pupil’s family; a presentt, on commencing or finishing a new book j also
one called Idi on every great festival, such as the Id-uz-Zuha, Holi, Salono,
Id-ul-Baqr, Diwdli, Shab-ber^t. The competition with Government schools,
which charge, comparatively peaking, a smaller fee to non-agriculturists, being
chiefly supported by the OessB raised from the all-enduring and generally non-
atten^ng agricultural classes, ihas nearly ruined the Persian Maktabs^ and has
reduced most of their teachers :trom incomes of Rs. 25 to R«. 30 per mensem to
a pittance of Rs. 4 or 5, or evem 2, supplemented by food. It is thus that, with
 C 58 )
the most benevolent intentions, we have destroyed one of the humbler profes­
sion^ of great utility to the cause of culture throughout the province.
The Maktabs are now generally held in the teacher’s own house, or in the
Baitaks and Diwankhanas of Mahaltas of towns or Chaupals of villages, the
common rendezvous of the people. When attached to mosques, they a^o
teach Arabic.
It is almost needless to observe that in stich schools the majority of pupils
would be Muhammadans, in which case certain religious books of tenets, such
as the “ K anz-u l-M usa)li,“ Kah-i-Nijat, ” “ Ahkam-ul-Imara, ” “ Masail-
Subhani ” would be t^iught, though in most mosque schools, which are gene­
rally Koran schools, religious books in Arabic would be preferred. Hindus,
however, for reasons which have been explained elsewhere, often attend Perso-
Koran schools, and even at a purely Muhammadan institution, like Beoband,
which makes the knowledge of the Koran obligatory on candidates seeking
admission to it, a considerable number of Hindus attend. Nor has their reli­
gion ever been tampered with in the least, for the obvious reason that the
Persian teacher depends on the good-will of his customers, and that he would
forfeit it along with presents, sohietimes during the w^hole pupil’s life, if con-
vei-sions were not of the rarest occurrence. I, therefore, see no evidence of the
assertion made in the earliest Educational Report that “ the steady growth of
Muhammadanism in the Panjab may partly be tmced tp the advantage taken
by the (Muhammadan) teachers of this confidence (of the Hindus).” Muham­
madanism has not declined iri numbers since annexation; on the contrary, it
Has largely increased, in spite of our deliberate supersession of MalrnmtDadan
teachers. It is natural that Islam should draw to itself all those who desii’e
a simpler faith or greater domestic liberty than is alloweti by the older creed
of Hinduism which grows, in its turn, not by conversion, but, as already pointed
out in my “ Dardistan, 1867,” by agglomeration of aboriginal tribes or by the
restoration to the fold of Buddhists and Sikhs. Indeed, it may be asserted that
tke effect of the teaching in Government and aided schools is to recruit the
ranks of Muhammadanism and of other monotheistic forms of belief, such
as Brahmoism, by the accession of the minoiity, whose natural piety survives
the inevitable result of secular teaching in Oriental countries: scepticism,
imscrupulous immorality or mysticism. The teaching in Missionary schools,
even where it is disliked, has been one of the agencies to maintain the respect of
natives'for their rulers, who, they saw, were not quite without religion (as]the
English, e.g.y are called in Turkey in consequence of the absence of demon­
strativeness in Protestant worship) and who, therefore, might possess a sense of
justice, although there can be no doubt that even Missionary schools uncon­
sciously encourage the growth of Muhammadanism, as a list of Hindu converts
to that faith from Government and Missionary schools will show. The subject
of the effect hi monotheistic preaching on, pmctically, polytheists, in a certain
sense, is one of great interest and importance which, however, cannot be dealt
with in this place. However, a few quotations in connection with the large
attendance of Hindus at Muhammadan schoools (which incidentally disposes
of the alleged intolerance of Islam to Hindus) may be relevant:—

Extracts from Educational Report o f 6th July 1857.

“IPiuA. 8/ But what had the people been doing for themselves in the way
of education ? This is a v ry difficult question to answer. It is difficult to get
accurate statistics^ and it is difjiciiU to interpret the statistics when we have
them. /Certainly the idea of education is not new to the Panjabis. We find all
the school phraseology ready made to our hand, and chiefly supplied by the
3]uh(immadans. As educators they are in possession o f the field y not only is
the Koran taught in eveiy mosque, but outside a great many mosques the
standard Persian works are taught to all comers—to more Rindus than Muham­
madans*' ]
P a r a . 12. The returns show a very large preponderance o f Muhammadan
hoys at school. Every fact we meet proves beyond all dispute that the teaching
profession has been in their hands, I cannot but think that the confiding
 ( 69 )
attendance of so many Hindus at Muhammadan schools for the sake of learn­
ing the Persian language is a-TOost remarkable fact. I cannot but think also
that the steady growth of Muhammadanism in the Panjab may partly be traced
to the advantage taken by the teachers of this confidence. Certainly I find
that the natural tendency o f things, i f left to themselves^ is to throw the whole
weight o f Government in this matter o f education on to the side o f the Muham->
madans—a tendency to he much resistedy
P a r a . 16. The Persian schools are the most genuine educational institu­
tions in the country. They are attended largely by the Kuthries, the Hindus
Jom iing a greater proportion than the Muhammadans.^ Writing is taught, but
not with great energy, and certainly not with great success. The great object
is to teach a boy to read the Gulistan and Bostan; and the lad who will read off
a page of either in a fluent sing-song without understanding a word has received
an education which fully satisfies both his teacher and parents. Little as the
works of Sadi are understood by these boys, there is no doubt that they ai;e
much enjoyed. In one of the too frequent cases of child murder with robbery
of ornaments, the victim, a lad of 1-^, was enticed out by his murderer, a youth
of 18, on the pretext of having the Bostan read to him.”
“ P a r a . 19. But certainly the Hindus do not seem to be very sensitive or
Jealom as to the encroachments o f Muhammadanism, The Persian Koran
schools are, of course, invariably kept by Muhammadan teachers, indeed, so are
far the greater number of Persian'schools. Tiiey are generalJy held in or just
outside the mosque, to which the teacher is frequently attached. Yet they are
attended largely by Hindus, more attracted % the Persian language than re­
pelled by the Muhammadan religion.”
“ Para. 20. It is in the Sanscrit schools that the exolusive side o f Hindu­
ism comes out. Like the Arabic scliools, those called Sanscrit are largely
attended by adults, and entirely by Brahmans. We may be quite certain that
a student attending a Shastri school will hardly be persuaded to undergo any other
kind of instruction. He would strongly object to learn ihe Persian character^
Although the above remarks cannot be deemed to be exhaustive of the subject
with which they deal, they yet show an approximation to the life of the people
and a desire to learn the truth about it, which is entirely absent from the latest
reports. Indeed, the remarks of the Director, in paragraph 21 of his No. 4S,
dated 22nd September 1881, show that a stage of remoteness from all knowledge
of Muhammadan feeling on a well-known subject had been reached, which
makes all argument and experience useless. I refer to the subject of the in^
judiciousness of publishing text-books for Muhammadan boys with illustrations
of men and animals, which the Nestor* of schoolmasters in the Panjab, the
Bev. Dr. Forman, pointed out even in places like Lahore, where civilisation or
indifference to religion has made great strides, not to speak of the bigoted
frontier with regard to which the paper referred to, as having been submitted
at Simla, was specially directed. What knowledge of Muhammadanism, or
what honest or competent agency can a department possess, the head of which “ is
assured in every case that these dratvings were very popitlcir f*’ “ That the id ^
that there could be an objection, in consequence of conscientious scruples, did
not seem to occur to any one,^* when, as a matter of fact, there is scarcely a
Muhammadan boy that does not disfigure or cut out the eyes or nose of the draw­
ing of a man or animal in the Government text-book, in oi^er to reduce it to
the “ inanimate,” of which drawings are allowed. The Muhammadans, there­
fore, who send their children to schools where pictm’e-books are used waive
an objection, but that they entertain a great dislike to them, there can be no
doubt. The fact, however, is that the picture-books are necessary to the
trade in books which has been carried on by the Department and to the
combination that supports it, much to the discouragement of literary acti­
vity throughout the province, and to the continued unpopularity of our schools
with the mass of Muhammadans. A resolution of the Senate of the Panjab Uni­
versity College, arrived at after a special Sub-Committee’s Report and protracted
discussions will, no doubt, carry more weight than individual opinions. It is as
f o l l o w s O n the se^venth point the Senate endorse the Simla Committee’s
 ( 60 )
recommendations as regards the desirability of scHiools tliroughout India beings
supplied with wall-maps, engravings, represcntimg such natural phenomena as
the Aurora Boi’ealis, &c., &c. Tlie native members deprecated the intro­
duction of books depicting living objects, on the frontier, as it was desirable to
attract these inhabitants and the populations in tliie Assigned Districts to our
schools, and as the representation of living (objects was proliibited by the
Muha«imadan religion. Th6 Reverend Forman pointed out that, even, at
Lahore, \\Qhad found the strongest aversion amomg the lower chtsses of 3Iiiham~
madans to our schools in consequence of the extend to which picftires o f living
objects were depicted in our hooks. The Senate recsommended that books depict­
ing living objects should not be introduced in frointier schools/' {Vide Senate
Proceedings of the 28th June 1879, paragrapb 7.))
I think, however, that it is only fair to the Educational Department that
its account of the only kind of indigenous schools, regarding which it possesses
an elementary knowledge, viz., the Persian siihoolss, should be compared with my
own account of the same, and, with this view, its; last utterance on the subject,
(dated 22nd September 1881,) may be read with ai melancholy interest:
“ Before the introduction of the Govemmemt system of education, indi­
genous schools, in which the instruction imparted was confined to the Persian
language, were scattered over the Provincej TBie system pursued was an in­
different one. Little boys wei*e taught at nrst to read certain Persian books
by rote, without any regard to meaning.” (TIuis is precisely the great fault
which impartial Inspectors find with our schools, the only difference being
that what they learn by rote in our schools is nolt explained by home associa­
tions, whereas what may be learnt by rote in indigenous schools has hundred
opportunities of being explained.)
“ Afterwards they went through these books a second time, and were now
taught to translate thena literally, word by word, into the vernacular, but there
was no attempt at explanation. Such a system was little calculated to develop
the intelligence of the pupil; nevertheless, the Iboys who attended the best of
th^e schools for a sufficient time, devoting their jattention to the study of one
subject, obtained at last a considerable knowledge o f Persian literature.”
(This is rather a startling result to be achieved bjy “ rote ” education; it is one
that is not achieved by our system, so that natives who wish to become Persian
scholars still go to the indigenous master.)
“ Some of the books that were taught at that time in nearly all these
schools, such for example as the JBahdr Ddnesh, were of a highly immoral
tehd^cy.*’ (I should be glad to know the names of the other books referred
to ; ill’ the case of the JBahar Danesh it has be(en shown that the accusation
merely refers to some 40 pages of an introductioni which is.utterly unconnected
with a stoiy of iibout 320 pages.)
“ Notwithstanding the defects of the sysitem, there were amongst the
teachers of- indigenous Persian schools many nuen of considerable ability, well
versed in Persian, and in some ?ases in Arabic.” (This is again far more than
can be said of our system, in spite of the “ excellencies ” which ice find in-it
and the defects which we discover in a rival system, and which turns out
“ m a n y men of considerable ability)” .
“ .4. When Government vernacular schools were first established, we
m in G.,^rn,nent OMi all the abUst MtttdvU mtd MuMhi,
verttc^uiar schools of the abhlit in- who W ere employed as teachers of Persian in the
iigenotts teachers. towns and villages throughout the Prqvince, and
placed them in charge of the new Government scchools to which they generally
brought their old pupils, whilst the improved organization that we introduced,
a n d "the ■ o f class teaching fo r the separate instruction o f each
scholar, enabled them to teach a much largermumber than before. Subsequently,
wlien nonnal schools were established, the teacihers were sent to tliese institu­
tions to learn mathematics, history and geograplny; and some o f them, tcho were
good Arabic and JPersian scholars, arquired an elementary hioicledge o f such
subjects in a remarkably short time.** (I think lthat it has been proved that the
ablest Maulvis aud Munshis were not, and, for o)bvious reasons, could not, have
 ( 61 )

been employed by us; but this paragraph shows how, by the substitution of class
teaching for separate teaching, we took the bread out of the mouths of a large
number of teachers, without increasing the number of pupils under instruc­
tion in the Province. With whtat consistency, however, can it be alleged that a
system, which, if mastered, enjables a “ good Arabic and Persian scholar to
acquire an elementary knowledge of mathematics, history and geography,
“ in a remarkably short time, ” is “ little calculated to develop the intelligence
of the pupil ?” What other system has greater or even similar results ? Certainly
not our system, which so cripples the intelligence, that out of over 60 imder-
graduates and graduates that I have employed in various offices, presses, &c.,
under me, not one had the ability of a Babu of the old school or even of a
Munshi of the present day, whilst none could obtain the grasp of any matter
requiring administrative power, such as is possessed by the native trained in
his own literature, for the obvionis reason that, thinking in a foreign language
destroys reflection and ruins botli the mind and character, hqwever invaluable
a foreign language may be as an attainment and opportunity for compari­
son, after the foundation has been laid in one’s own religious and literary lan-
guage.)
“ 5. So far our operations hiad no effect on the indigenous schools situated
in large cities, where Government schools for instruction in English had been
established. There was not then the same desire ^0 learn English that there is
at present; and the teachers o^ indigenous Persian jschools were naturally
opposed to such an imiovationy wihioh seemed calculate^ if successful^ to draw
away their pupils.” (A very natural instinctive apprehension, which the
destruction of indigenous schools, even of those that could, admittedly, at once
co-operate with the departmental system, such as the Persian schools, and
mthout which there could never have been a departme^it at all, has fully
justified.)
“ 6. Under these circumstamces, with the co-operation of native gentlemen,
, some of whom subscribed liberally for the purpose,
in Delhi. * ° sc oo s j experiment of establishing branch
scho«ols throughout the city of Delhi, in which the
best of the indigenous teachers were employed.” (Why, of all places, Delhi, in
which education is at a low ebb, and why not Lahore, which had already
become the centre of a great movement in aid of Oriental classical and vernacu­
lar literature, supported by subsciriptions of princely munificence ?) “ The system
was soon extended to all the cities where large Government or Mission schools
existed* and branches were organized in connection with these institutions,,
which are maintained on the gramt-in-aid system, and form the groundwork "of
higher education in the Provimce, as the majority of boys attending the large
schools have received the rudiments of instruction in these branches.” /T h e
above implies that all has been dlone that could have been done to utilize the
indigenous schools, of which onlyr those that taught Persian have any value, but
the insinuation suggests a false cjonclusion, mz., that really indigenous schools
were aided as such, which is mot the case, as branches were simply started
to Government and Mission scho(ols, in which some of the indigenous teachers
were employed and their schools were destroyed.
“ 7. By these measures the great majority o f JPersian schools were absorbed
in our educational system.” nictis! ihxiB might the wolf say who had
“ absorbed ” the lamb into his system.)
It may be well now to see what the instruciion is in an indigenous school
which is “ not absorbed'*
The Deoband Perso-Arabic iSchool, which is supposed to be a model to in­
digenous schools of its kind throughout tipper India, the coui’se of study in which
is, more or less followed in the Panjab, extends to seven years. I quote it at
length, partly because it is the only printed prospectus of a first-class indige­
nous school which has yet reaicliecl me, Before entering the Persian class,
the Muhammadan applicant musit have rend the Koran. Not more than three
lessons a day are allowed, and ome day in evi^y we(^k is d(;voted exclu^ rely to
exercises in composition and transslation (in the former of A\'hich attoinnionti^, the
 ( 62 )
Government schools are, admittedly, deficient). The following statement will
show the complete scheme of study with the daily progress of the pupils;—

'
VlMT SAXbT LB880V. SBOMIB OAl&T Lustw. 1 Tkibd D4ii,r Lsgsov.

N0.0I Qauitit; Time of K0.0I! Qnantity Time of I^O.ol Qnanti.

Rhm of book. pages of 1 of tTof itoe of •
in the daily completing Name of bmdc. ) daily completing Nune cl book. uiiy coipletliw
s book. lessou. the bouk.' book.. leMon. the book. book. lesson.

I &Dcaliuo8nili . 16 8 lines 4 months Bisal^ Benamjzdn le 8 lines 2 months

i^dm*al-fan£n. 12 ipage f month Qayamat Hami. 3C ipage
22 i « 4 months Kesala Tajhizo
Khazauatnlilin . 24 1 « l i month takfin . 20 f .. l i month :
Jangnama nafso i
rfih , 20 1 ,, 1 m<mth \:
Safwatul masadir 27 i » 2 mouths
II FAadnwanof Sadi
witlittanslation 12 8 lines months ^idir nami 12 1 page i month
Pai^aimsdf At-
tAr . 40 1 pnge 2 „ Mnfldiiamd 26 6 lines 3)months Nami Haq 12 Ipage i month
Dastania^yaii . 2* 6 lines 5 „ Nadiruttartib 40 6 „ 2i „ Badae’ Manzdm . 66 1 » S^montha
Nesabussibyan . 30 ipage a » Malabndda-minho 168 1 »
Nisab Musiulas . 20 * 2 „
III Daitonilmakta-
bat . 27 i pAge 2i months Nisab Badi-nl-
ajayeb 10 *P«ge 1 month
BaeaMt Nizamia 16 * „ If „ Tashrih-nl-hnraf. 8i» 8 months
Inua Dilkosba . 87 i n 3* „ MaadarFayyna . 90 ^ »*
Insha fiyeq 18 1 „ U »
IV Iflsha ' Buh^
Ajam 82 3 months Mnfizi Fani es l*P«ge^ 2i months Oalistan,Cap«.l,
.
4 &7 . 89 Ipage 6iii(mtlis
Insha Khalifa . 86 2 * Abdtdtraadi. 84 2 „ 8 • Bostin, Capa. 1,
to 4 104 1 « 6 „
Aaumnlla HimVsi 80 H „ 1 SAonth Javahar*al-bdrdf 100 1 page 8 « TnsnfZolekhi . liSO2 pages ♦ »
"Bnga’^t Alamgir 46 1 » 2 months Anwari 8nhf<n.
lusha Mnuir 40 1 « 2 , Ca]^. 1 & 2 . 1^ 8 H * «
V Insha Faiz Basin 102 1 page 5 months Nihrnl&sdhat . 70 2 pag^ U „ Naldaman }22 8 „
Hadayeqtdasbs*
138 4 pages U Chahir ' ulzir . 28 *page 2 „ Shabnam-i-Shiidib 20 8 , ledaya
Qirniinssadain . 8 » 2i Tazkaratol Bd«*
ati kisra . 162 8 „ 2 « ghat 102 2 pages 2 Waq«ye Nimat
• and 11 KhinAH 164 4 „ SuMmtha
Hadayiq td-baU days. Mina Baiar 44 2 „ I month
l^ t 100 1* » 8 mouths SehKaaarZahnri 92 2 w Sntotttha
TI Siknudar . 208 2 lines 6 m on ^ Pknj Boqii 48 1 page 2 months IMwan ^arir Ali IIS 2 „ 8 «
Makhzan-i-Asrnr. 154 8 „ 2* „ Hiwni<o-l«hq 26 2 pages 18 days AkUq-i.Nasiri . 600 6 * 6 ..
Qasiiyed Urft . 128 a » 81 „ Sanlat-i-Faraqi 100 2 « 2imonths Akbllq-i JalaH . 848 8 M 1months
A b ti^ a l, Ydtu ftviA to
Wax lA
la n d U . . 109 8 .. » days.
Minnnttib 2022 „ {months
VII BasiilTnghii . 108 2 lines 2 months Tahir-valiid 9fi 8 pages 2i months
Divan-i-Hafis . 182 « 8 « Eas^yed Bad-
u«hiUdi . 108 8 11 «
Hatnawi Mauldui
Rdm, VoL I . 92 l i page * « Ij&zi Ehnarawi . 160 2 8 f ..
Bnbiyat-i.t^safl. 80 ipage 3 ..

The following is the list of text-books used in Persian indigenous schools.

{The hooki having oiteriah lefw e them are only read by Muhammadam.)
Elemi5NTA.by sch ools—
The alphabet.
* Kanzulmusalli . . .
Rahi nijat . . . .
* Abkamuliraan
* Risala Benamazan Books inUrducontainiug the profession of the Maham-
* Masiil Subhani or Hazdr Masla madan creed, pi-ayers, fu n ^ l ceremonies, account
* Subhe-ka-Sitara . of the resurrection day, w d religious tenets gene­
f RcBala tajhizo takfin * rally.
* Jangnama nafso ruh
* Qayamatnamk
Khaliq Bari . . * A vocabulary in verse in Arabic, Persian and Hindi,
Karima . . . . or Pandnama of Sadi, admonitions to little boys in
verse.
Amadnama (or Safwatul Masadir) Verbal roots and conju^tiobs.
Pandnama of Attar Admonitions in verse.
Mahmudnama . . . . A collection of verses.
 ( 68 )
E lbm entaey sch oo ls— concluded.
Busturussibian An easy letter-writer with epistolary rules.
Qadiniama.
Mutidnama . A book containing the names of ormnary things in Per­
sian and also the first principles of arithmetic, &c.
Nisabussibyan A lexicon in verse in Ai*abic and Persian.
* Nami Hak . Religious tenets in Persian verse.
Mamn qlman A famous SuB poem.
* Malabuddaminbo. Tenets concerning prayers, fasts, alms, pilgrimage, in
Persian prose.
Dastnrulmaktubat A letter-writer.
Ruq(jaat Nizamia Ditto.
Insha Dilkusb Ditto.
Iiisha fayeq. Ditto.
Masdar £a\ uz Grammar of Pereian language in Urdu.
1'nshrihul huruf Ditto.
Alif Kasrat. Ditto.
GuHstan
Bostan
Inslia Babari Ajam Letter-writer.
Inslia Khalifa Ditto.
Aman-ulla- Husaini Ditto.
Ruqqaat-i-Alamgir Letters of Aurangzeb to bis sons and courtiers.
Insba Muiiir Letter-writsr.
Insba Madbo Ram Ditto.
MnRzi Farsi Grammar.
Abdulwasa . Ditto.
Jawabarul Kuruf Ditto.
Jobarutlarkib . Ditto.
Yusuf Zuleikba by Jami Poems. The story of Joseph and Potiphar^s wife, in
verse.
Masnavi Gbanimat Ditto.
Aklilaqi Mubsaoi On ethics, by the author of Anwari Subeli.
Anwaii Subeli The Persian version of Kalila Damna.

A d v a n c e d sch o o ls—
Insha-i-Faizrasan Letter-writer.
Hadayequl-usbsbaq.
Qiranussa' dain of Khusru A poem on the meeting of Kaikubad and bis father
(an historical incidence in poetry), by Khusru.
Tauqiat Kisra.
Bahari Danish By Inayetulla Khan.
Chahari Gulzar . Grammar and Prosody.
Hadayequl balagbat Rhetoric and Prosody.
Naldamau . The story of Nal and Daman, an episode from the
Mahabharat, by Faizi.
Shabnami Shad&b.
Waqaye Nimat Khan Ali A journal of the siege of Golconda by Aurangzeb.
Mina Bazar An imaginary description of a " Female Bazar.^^
Zaburi • • An introduction to a treatise on music by Ibrahim
Adilshab (King of Bijapur.)
Buqqaat-i-Bedil . Letters of Bedil.
Sikandaruama . An epic poem, by Nizami.
Tubfatul Abrar . A masnavi, by jlm i.
Makhzan-i-Asear Treasury of secrets by Nizami.
Xtaila Majnun . Stoiy, of Laila and Majnun, by Nizami.
Kas4yed-i-Urfi . Od^ of Ura.
Panj Buqqa **Five lietters^' by Iradat Khan, a courtier of
Aurangzeb.
Hnsno ishq. , **Beauty and Love.”
Abulfazl Letters of Abulfazl.
Insha Tahir Wahid.
Divani Nasir Ali.
Akhlaqi Nasiri Moral Philosophy by the famous Philosopher “ T»si/’
Me bdyad. Shamd' " It must be heaid ” — Admonitions.
Basdyel Toghra.
Diwan-i-Hafiz Odes and Ghazals of Itafiz of Shiraz.
Badar Chach.
Ajaz Khusrawi . Rhetoric.
Tuhfatnl L ^ain A description of Iraq Arab, and Iraq-i Ajara, by
Kasayed-i'Khaqani. Khaqani.
Diwani’ Anwari.
 ( 64 )
A d v a n ced s c h o o ls — concluded,
Shahnama of Firdausi (the Persian Homer). ^
Hadiqa Hakim Sanai . . . A Masnawi, by Hakim SanM.
Uruzi Saifi Prosody,
Mantiquttair of Attar . Discourse of Birds
Akhlaqi JaMli Moral Philosophy of Dawwani.
Durre Nadira History of Nadir Shah, by Munshi Mehdi Khan.
Masnawi Maulana Rum The famous Masnawi.
Majma-ul-Mantiq Logic.
Sughra Do.
Kubra Do.
Diwan-i-Ghani.
Diwan-i-Sayeb.

C o n c l u d in g E e m a r k s on P e k s ia n I n d ig e n o u s E d u c a t io n .

There are two more points in connexion with Persian indigenous education
which deserve to be noticed. One is that, in addition to the teacher, a monitor
3r “ Khalifa ” is employed to assist him, a practice borrowed from “ Koran
schools,” under which head more may be found regarding it ; and the second
point to which I would draw attention is that the Persian instruction received
at school is not deemed to be complete without the education in manners which
the life away from school should cultivate in co-operation with the school. It is,
therefore, the practice in the better families to appoint an Ataliq,"' “ Gov­
ernor '* to the pupil sent to school, whose object it is to teach him how to be­
have towards friends, equals, superiors and inferiors, modes of address, manner
of entering a house, making enquiries, and so forth. Some of these Ataliqs
are senior confidential servants, or rather retainers of the family, keeping up its
reminiscences and instilling self-respect in their charge. Others are specially
appointed to the task. ( P e r s ia n m a k e s t h e g e n t l e m a n a n d A e a b ic t h e
SCHOLAR, J^but the Persian system would not be complete if it entirely depended
on school instruction. Therefore, in this admirable system which we have so
ruthlessly destroyed, instead of developing it in the interests of progress and of
the State, the teacher co-operated with the parent and both with the “ Ataliq'*
^;To Europe the “ Ataliq ” has become the “ Attila,’*;vbut my Yarkandi follower,
Niaz Muhammad, whose ruler was also the A t a l iq Yiakub Khush Begi of Forsyth
and Shaw recollection, still spoke of me as his “ Ataliq ” “ Governor,” or rather
“ his Governorship ” or “ Pathership,” from “ Ata ” father, to which “ liq ”
is attached as “ n c ” is to “ Bishop.” How greatly our schools have brought
about a deterioration of manners has been pointed out by Government without
any effect on the department, whose Head merely persists in saying that the
manners of yojiths educated under our system are good, just as for the last 16
years the text-Bboks of the department loill always be good, although every offi­
cer and native of respectability deplores the absence of good manners from our
schools, as, indeed, how can they be taught where the teacher is independent
of the parent and of the opinion of native society ? A resolution, however, of
the Senate of the Panjab IJniversity College, urged by the native members, and
an extract from a “ Heview” by the Panjab Government, will show how far
it is true that Government schools corrupt good native manners without
giving any solid instruction, so that, as educational establishments, in the pro­
per sense of the term, they are fa r below indigenous schools, where many boys,
at any rate, pay their fee for “ manners” and another fee “ for learning.”
The unanimous voice of the public of the Panjab, as heard at the Education
Commission, including the pupils which the department has itself trained, con­
demns its neglect of duty, its books, its want of sympathy and of scholarship,
and yet the same stock phrases are repeated in report after report, possibly,
on the chance that they may not be remembered, “ that the books are good,”
or that they will be good, &c., as is now promised under the dread of the
Commission. I will, therefore, also repeat a passage from my evidence, espe­
cially as I have been distinctly allowed to do so for the purposes of this Report:
“ At a meeting of the Senate of the Panjab University College held on the
28th July 1879, the native members expressed their special satisfaction with
 f 66 )

the proposal regarding the contents of the vernacular primers which the Punjab
representative had made to the Simla Text-book Committee, and which is now,
more or less com])letely, carried out all over India, especially with subhead (a),
which recommends that tlie series of vernacular readers for primary schools
should convey instruction iwier alia on the following subject:— ‘ l^verence
for God, parents, teachers, riulers, and the aged.* ”
“ The native members fiurther, and with much force and complete unani­
mity, made a special representation on the importance of instilling lessons of
reverence and of politeness in Government schools, the neglect of which had
been a serious drawback to their popularity, and had iden,tified civilisation, in
the minds of many, with presumption, neglect of obligations, and the reverse
of true wisdom. Tliis was the reason why so many native gentlemen were
unable to send their children to Government schools.’*
I would also repeat an important paragraph from the Parliamentary Re­
port, which has already beesn referred to, and which embodies an admonition
of the Lieutenant-Governor which the Educational Department of this province
has not yet taken to heart,, and which it never can do unless its entire present
higher personnel is removed to some splirre of action in iv^hich it may be less
injurious to the State than in the deterioration of national education.

“ Native ele^nce and refinement, wherever they still lin^r, are evidently
of Persian origin thorough mental discipline and scholarly habits exist with
Pdndits and Maulvis, whilst a smattering of various branches of *instruction,*
to be more or less offensively paraded, is what we have giv^n to the natives
with our so-called English education. That this is not an overc^harged state­
ment will appear upon reference to the official ‘ Remarks * published by order
of the lieutenant-Gtovemor o f the. Panjab (Proceedings No. 606, dated 18th
February 1873)—
« ‘ either the English language nor literature is taught upon any scienti­
fic or intelligent system, and the success of English education, as a consequence,
has not hitherto been marked in the Panjab. Nda h a s t h e s y s t e m w h i c h
PRODUCES FEW SCH0LAB8 BE EN MOBE SUCCESSFUL IN PRODUCING GENTLEMEN.
The Lieutenant-Oavemor deairea that the department take especial care that
the.good manners natural to oriental youth are not lost at school. This matter
has hitherto been neglected. If the result of sending boys of good family to
school T&, as is now often tike case, that they return pert, conceited, and studi­
ously rude and &,miliar, it is no wonder that parents desire to educate their
children at home. ^ English education is not a desirable thing if it only signi­
fies sufficient fbcquaintance with the English language to write and sp^eJi: un­
grammatically, sufficient acquaintance with English literature to be shallow,
and with i^glish history to be insolent. English education is to be pene­
trated with the spirit of the great English authors; to imbibe some portion of
their strength and beauty, amd nobiU% and gentleness, and wisdom; to mould
the life and character upon the models they have furnished. Th^ is the staad-
acd of educaticm to whidh the department must endeavour to rise.’ **
 ( 66 y

E.~CLASSICAL INDIGENOUS EBUOATIiON IN THE PANJAB.

V .— K oean S chool®.

BEAD, ill the name of thy Ix)pd 1

Who created man from congealed bBood!
EE AD, for thy Lord is most generonis 1
Who taught the pen I
Tanght man what he did not know!
“ R e a d ” was the yery first word which the Angel Gabriel told to the Arabian
prophet. It is the first word of the Kor^n, though tbhe order of its chapters is now
changed. The above five verses, taken from whafc is now the 96th Sika deliver­
ed at Mecca, are generally allowed to have been fthe first that were reveided.
I t is the key-stone of the **Kordn," the dooife thafc “ pre-eminently deserves to
be read,** a word that may indeed be synonymousi with “ reading” geneaally,as
in the 66th S^lra; “ The All-merciful has ^ught man reading (or the Kordn);
He created man; He taught him discrim inate sj[^ch (or Exegesis, “ Beyan,**
interpretation). The sun and moon with their orMts, plants and t i ^ , worship
.Him; He raised the h^ivens and appointed their balance, in order that you
may not i^nsgress in measure: therefore weigh justly and stint not the
balance.”
When a child, whether a boy or ^ 1 , is four years four months and four
days old, the fiiends of the family assemble, and Ahe child is dressed in its best
clothes, which, as well as the board, books, writing material and the distributed,
eweetmeat, are provided by its maternal gnmdmQther or materzi^ grand^ther
or uncle. The child is thm seated on a cushion, aiod the Aiabio alpl^bet (aoiQie.
t i m e s also the Arabic numerals), the present Inteoduction t^ the K o r ^ (the
Edtiha or opening chapter), the whole of the 96tlh Stb», and the quoted verses of
the 55th Siira, are plac^ before it, and it isj taught to rep^t them after
some relative or the respected tutor. Sometnmes, also, the 87th Sdra is
pronounced, which extols the teaching of the Iboo^ of Abraham and Mcses.
I f the child is self-willed, and refuses to repeat, it is made to pronounce t h e
“ Bismilla,” — “ In the name of God, the All-comjpassionate, the SpedaJly Merci­
ful,” which is accepted instead of the above demderatut and from that day its
education is deemed to have commenced. Among the lower classes this ceremony
is dispensed with, and the child is sent straight t® the Mulla wil^ s<»ne sweet­
meats. Sometimes the child sits in state for a day or two before the ceremony,
during which also the tutor cpaxes it to repeat tlhe above series by putting sweet
“ laddus” into its hands. Indeed, everything is <done to make the initiation of
the child as impressive as possible on its mind, as also as to cel^rate the event,
wherever circumstances allow it, by invitatioms andprei^ts to triads and
relatives.
At school, which is generally attached to a nnosque, or held in ‘the Portico
or one of the rooms in its quadrangle, the chiild is taught those S^ras of the
Kordn, beginning with the 78th, to the end of tlhe volume, which were prol»bly
all given at Mecca, thus following the proper chironological order, which makes
the S^Utis deliver^ at Mecca precede those of Medina. The former Sifbras are
also much shorter, and are couched in the inspii?ed language of a poet-prophet
or teacher, whilst the lengthy Medina S t o s are more the production of a Legis­
lator, dealing with more advanc^ subjects than the easy and eloquent
admonitions to be impressed on a child’s mind.
It is perfectly true that the teachers of these Koran schools are not good
Arabic scholars j indeed, many of them have only a hagy understanding of
what they teach the children (boys and girls up t<o a certain age read together; see
my iaccount of the “ Races of Turkey, with sp^ial reference to Muhammadan
Education,” from which a passage is quoted in reply to Question 4»3 of the Educa>*
tion Commission, on the subject of mixed schools). At the same time, I ednnot
admit that “ any of them are unable to sign theur names,” unless, i n d ^ , he be a
blind H4fiz (or one who ha^ committed the whcile K o r ^ by h e ^ ), a member
 ( 67 )
of a scholastic and priestly fraternity, among whom I have met men of the
most astounding memory, wMch sometimes quite supplied the place of a very
extensive reading of Arabic Diterature. For instance, the ofl&ciating 2nd Maolvi
of the Oriental College, Ijaho>re, began his career by standing jftrst in an examin­
ation in the Arabic toguag©. Law and Literature, among a considerable num­
ber of competing Maulvis. A s for the statement that the humble teachers of
the Kordn schools disclaim altogether the ability to understand what they read
or teach, they may, indeed,, with the dignitary of Queen Candace, who was
reading Isaias, the Prophet, reply to Philip's query— “ Understandest thou what
thou readest ?” **How can I„ except some man should guide me.” But, like the
Ethiopian in question, they generally do possess a very fair conception of the
m eanm g of the Kordn; for what Muhammadan, except the greatest scholar,
fully understand or alt(ogether misunderstand that most remarkable of
productions ? Were a bisho)p to ask a village schoolmaster whether he under­
stood the Bible, he might, penrhaps, get a similar answer. Indeed, it is difficult
for the teacher to be altogethier ignorant of what he teaches, for the prayers and
recitations are in daily practtice, and everything, if not everybody, around him
tells him, at one time or the cother, what they mean.
Moreover, these Mullas, who are in some places called “ Kat-Mullas or
Nim-MuUas,’* = half-Mullaa by their betters, besides teaching their pupils the
formal reading of the Kordn, perform marriage and funeral services, as weU at
other ceremonies in which ireadings from the Koran and certain prayers are
necessary. Even the mere reiading of the Kordn accurately is no mean accom­
plishment, as it involves the gjreatest care in giving the correct vowel-points—a
matter of the utmost importance, not only in disputed passages, but also in the
general interpretation of the Kor^n. I f A\ Englishmen could “ merely ** read
their Bible in Hebrew, Latin or Greek, not to s p ^ of their knowing their Sacred
Scriptures by heart in these lamguages, and comd apply suitable passages to every
daily occurrence of their liwes, they would, I submit, possess an accomplish­
ment of which they might reasonably be proud. “ M b m o e y i s t h e M o t h e I i o »
THE M u s k s , and I, for one, irejoice that m all native systems the soil is so well
prepared for the r ^ y reception of studies of every kind by the preliminary
training of a faculty which is rather the healthy development of ^ faculties.
There can be little doubt thatt the shallowness and self-complacency Of modem'
students is hupgely due to the want of the sufficient cultivation of the memory
in our schools; and it is probaible that, with their further extension, the wonder­
ful gift of memory, in whiceh the native still stands first in the world, will
nlan disappear along with his language, morals and religion.
Again^ although the teawshers may not explain the religious books in the
dementary Kordn schools, tlie parents to whom the boy repeats his lesson
often does, and this they are enabled to do, even if they cannoi write and read
themselves, from their recollections and experiences of life and of religious
exercises, so that there are scaircely many Muhammadans who do not understand
the general drift of a passage ffrom the Kordn or many Hindus that of a Sanscrit
devotional book in ordinary uise. The consequence of the permeation of the
Muhammadan population by Arabic words and phrases is that Arabic legal and
other scientific words in TJrdu translations are understood, to a certain extent,
even by the vulgar. This is less the case with Persian words which are conn ed
to the educated.class and only filter to the classes below, whilst this is scarcely
at all the case with newly-eoined words, from EngUsh or even pure Hindi,
aoiess, indeed, the latter are cihosen or invented with more discrimination than
has l ^ n displayed in departmfental and other publications.
Even were the **Kordn schools” as “ educationally worthless” as they
are described to be in our Offiieial Beports, they would still deserve respect and
tender treatment as the nurseriies in which the bulk of our Muhammadanfellow-
subjects derive, if oidy, the Shdbboleths of their religion, but they do more, they
give hope and comfort and resignation to millions of human beings, whom the
irritation, &lse views of life iond discontent taught by our system would render
iinhapfy^ and drive into disaltexTtion.
i t s h o ^ alio be borne in mind that the Kordn schools answer a double
pmpofse, ths4i of giTinir t&at amount of religious knowledge which is essen-
 ( 68 )
tiat to a good Muhammadan and which was more intelligible, when Arabic was
more spoken than it is now (a remark which also applies Sanscrit among
Hindus as regards those Schools in which only Sanscrit religious books are
tjiuglit) and, secondly, that of preparation for h%her Koran schools or Arabic
Schools, in which the Koran is explained with conscientious and scholarly
minuteness. In their present humble and neglected condition they surely must
incidentally teach the two **r*s,” “ reading and writing,” and I can, there­
fore, not imderstand the remarks of 3^Ir. Arnold, which other Directors liare since
reputed, in one form or another, that “ attendance at Kordn school does
necessarily involve a knowledge of reading t,i^ writing.** Does this apply to
the blind boys only, who learn the Kordn from memory ? If not, what can the
Btatement mean ? , I quote one of the passages in whii^ it ocoors from the first
Educational Beport:—
**18. 1%e number of Koran schools is given as 1,755; but I have no doubt
that the number is much greater. In several disMcts m such schools
mctntioned, the fa ct being that probably every 'inosqm u the site q f what iselte^
wltere called a Eor&n school. As attendance at these schools does not fwce^'
snrily involve a knoiolcdge o f reading and wi*iting* I have omitted the pupils of
the Kordn schools from my calculation of boys under instruction. Of course,
strictly Kordn schools are attended only by Muhammadans.*’
However, not to leave the matter of rending (and, through it, of writbg)
in K(»dn schools in doubt, it is impos»ble to learn to reeid the K o r^ with &
the attention which its vowel-points and accentuation req^iire, without that tWs
should neceuarilfj involve a knowled^ of reading. The boy first learns the
alphabet in the **Kdida Baghdadi,** said to have bien compiled iftrst for the
son of a Baghddd Khalifa; then, as stated before, the last ohapteis of tha
Kor^n, as also the five kdlimas,** in which the principal tenets of I s l ^
contained and which are explained to the pupils, whilst the brochures of these
kalimas have also interlinear translations into Urdu or Ferso-Fanjabi. /Che
boys also leam the Muhammadan profe^on of creed, beginning with **amaatu
billahi wa bil maldikati, wa kutubihi wa rastilihi **=* “ I believe in G<>d, his a x ^ ^ ,
his (revealed) books, mV., the Kordn, the Tdra (Old Testament), the Psalms, tl»9
Sahifa of the Jewish prophets and the New Testament, his apostles,** the
resurrection of the dead and the day of judgment, the exist^ce 'of Para^se
and Hell, &c. He is taught the practice o f prayers, many of which were con­
tained in his Kordn reading. In most Kdrdti schools also the following
elementary religious books in Urdu, Persian or Panjabi are taught
Kanz-ul-Musalli (a book of prayers) in verse.
Bah-i-Nijdt (the road to salvation, containing leligiims tene^, in prqie).
Bisa^ Bey-namdzan (threats to those who do not pray, chiefly compiled
from the Kordn) in verse.
Nasihat-ndma (admonitions in verse, which, mter alia, contain the fol
lowing advice:—
Always remember G od; make your heart gUd with his name; cul­
tivate (abad kar) this earth which is yonr temporary and desert-
home, if you wish happiness in the next world.’* Also such prac­
tical, prudential advice as “ Do not be a security, even for your
father, or allow any one to be security for you, for such a course
only encom’ages sin, &c.
Masdil Hindi (religious precepts regarding faith, prayer, fasting, alms­
giving, and pilgrimage).
Subha-ka-sitara, the morning star (of a similar character as above).
Masdil Subhdni (the same as above; very popular in the Punjab).
Kissas-ul-Arabia,— stories of prophets, both in prose and verse.
Many of these schools add Persian to their course, after the pupil has
mastered liis religious duties. TSiere is no necessity for repeating an accoimt
of Persian eleuieutary studies, wliich has alreidy l ^ n given. The pupil inay
then tske up the study of Arabic, to which Persian is always c (» ^ a e m to be
 ( 69 )
an intw)duction, when, he will acquire a knowledge of the meaning of the
Kordn and of other books^ of which more hereafter.
The KoMn schools, which are very numerous, may be found in every
mosque in the Pimja^ even if they should only contain one or two pupils.
They are also held in private houses, and it is not usual to have a large number
of pupils in these schools, as each are supposed to require special attention,
excepting in such large establishments as the “ Bara Mian-ka Bars,” the
“ lesson-house of Bara Mian, ’* n ^ r ** Hian Mil’,” , where there are more than
200 boys preparing for the o£B[ce of Hdfiz W learning the Kordn by heart. It
will be remembered that the services of Hanzes are preferentially sought for in
filling vacancies of prints and guides of prayer at mosques, and that they are
essential to lead prayer at the “ Terawih,” supplications during the nights of
Ramdzdn.
There arc also innumerable Kordn schools in the private houses of
Moulvis and religious patrons, among whom widows hold an honoured place.
The latter often teach the KoMn themselves to boys and little girls.
The discipline in these schools is nuiintained more easily than in the more
numerously attended Persian schools, but is otherwise much the same.* In
the Kordn, as also in the Persian schools, the senior boy or a special monitor
(generally the teacher’s son, if ^e is competent) assists in the instruction and
Supervision of the schood, and takes the place of the head-teacher during his
absence, thus qualifying to become his successor, or |“ KhaKfah ” —^by which
name, indeed, he is known, and which, as it were, puts the teacher in the seat of
"th e prophet,** with his loyal assistant as the “ Coming Khalifah.” The
income of the teacher of a school attached to a mosque is derived either from
its landed or other endowment, or from a share in the offerings of the faithfi4.
Some of the pift>ils majr even pay fees, though this is not .usually considered to
be accepteWe, as the instruction is given for the “ sake of God,” “ Lillah^”
“ ft sabil illah, " “ i’nd illah.” On important occasions, however, in the pupil’s
family, ^ present may be offere4 to the teachers, and it is a gratifying circum­
stance tmlt pupils who have left the school ever remember their religious
teacher by s e n ^ g him, sa^, a rupe6 on the 25th of Eamazan, or when a
marriage or a male child’s birth takes place in their family; such presents may be
accept^ as signs of the pupil’s gratitude; but payoitent for instruction is not
considered **the thingi” Personal service, however, to the master, whilst in a
state of pupilage (and even afterwards), is general, in order to relieve'^ tlie
teacher of j>etty household or other troubles. They bring his water, make his
purchases in the bazar, look after his. little children, and so forth. Pood is,?^o
usually supjdied to the teacher either by his pupils or his neighbours or fellow-
viUagers. The teacher of the Kordn school is often the Imdm of the mosque
in which his .school is held, when he derives his income from other sources, and,
as a rule, teaches alto^ther gratuito^ly. It may, however, besmentioned that
M^hea a pupfi finishes ms reading of the Kordn, a present, sometimes amount­
ing to 100 rupees, a house, cattle, 4^., according to the means of his parents,
is not unusually given to the teacher. A holiday is given to the school when
a pupil has Wished the K o i ^ ; the boys, with the master and their relatives,
assemble in the house of the “ passed” student, when the present is given
and the is sung, which really means adding “ Amens” to the bless­
ings invoked by the master on the head of his little graduate. These “ aniins ”
are varied, and are in both Arabic and Urdu—at any rate, the refrains taken up
^ the audience are in Arabic, such jw “ Subhan man yarani,” “ Praise be to
Him who sees us, ” or CAonw, “ Amin, ilahi, Amin,” = Amen, oh God,
amen.” The scene'is one of great interest.
I have before me one of the excellent little books written for children in
indigenous schools, of which the Curator’s returns make no mention, as, indeed,
of numei!Ous original productions in which the Punjab is so prolific, and
wiiich stitimake this province of 19 imllions the first in literary activity, and
not VBCwd io Lower Bengal, in spite of its 68 millions, as has been stated.

• in m j eRW»«xnBimiti«n by ihe Edneition CommisMon, " diKipIinp, so ftir a» oWdtenre^^nd

to onroyn Land tho^h wglit <»rlHfcleb<]y»4»way^^
n 4 ferwiivlU Mem eonfiwinj; tu tlie JSni'IuihVjjC, it in f4ct> au Aoeota])ai)imeitt ip the liiytbin of the
SMiau U liia 4hcat iHmM ^
 ( 70 )
This little book is **the present of the Amen on the completion of the
sacred Indeed, it is one of the treatises which serves as a basis to the
inauguration of the “ passed” boy into practical life, and is varied according
to circumstances. It narrates the birth of the child, the joys and hopes of the
parentsj his going to school, his first success in finishing the first quarter of the
last section of the Kordn, and the final triumph in completing that volume; the
friendly teasing of the boys, the grand holiday, the necessity now for other secular
studies, arts a:^ sciences, which can all be acquired by knmoing thdr meaning;
the r e a c ^ g of puberty and celebration of marriage, and the discharge o f its re-
sponsibil^ s; the weeping of the bride’s relatives on her leaving her home; the
fellow-ptlpils invoke the blessings of the Almighty on the union, and wait not
to be forgotten in the general rejoicings, in which a present to the tutor should
have its place. Now comes one of the most touching incidents in ^ e recita­
tion, namely, the

Contract between the Child and its Cbeatob,

the practice of which is first justified by reference to authorities, and which
runs thus
“ Oh God, Creator of the heavens and of earth; Thou who knowest all that
is secret or mai^fest; Thou, who art all compasnonate and specially merciful:
I contract myself unto thee in this suUunary life, with that I testify that there
is no God but ^ o u , who art ONE, and t h ^ is no partner with Thee. And I
testify that Muhammad is your servant and jnrophet. P o not give me over
to my own sinful self, for i f thou abandon me to myself, I shall be oamsed to
be near etil aad bo made far from good j for, indeed, I do not trust in jtughi
but Thy mercy. Then place Thou to me a contract from before Thee, wMeh
Thou wilt fu M unto the day of judgment, because Thou never ignorest Thy
promise!
“ Now majjr God, whose name be exalted, bless the best of his creature. Mu-
hanimad and his posterity and companions, and all Muhammadan men imd
women, flJl of them 1 Tli^ I supplicate from Thy mercy, Thou who art H ie
m ost merciful of those who have mercy.**
This consecration of the child to the Creator, the objects of which had been
e^ ^ in ed in the preamble, is followed the “ Amen of birth,** and tihe
“ Amm of marriage; ’* and thus the past and the future are com bing in a cere­
mony which must leave a lasting impression for good on the mind of the
“ pa«Bed *'pupiL
I may also mention that even the payment of a fee or present in Persian
or Kor&n schools is accompanied by some act which raises it above vulgarity.
F o r instance, befoire the J’rfi festival presents are offered, as explained else­
where, the master gives the pupil a few original or borrow^ verses, formerly in
Persian and now generally in the vernacular,"on red paper sprinkled with gold-
dust, the contents of w ^ h vary according to the season or festival. I
quote a verse from one of them :t -
“ VHi&t flowers has Spring caused to bloom in the garden I
Every branch waves in the zepbyi of Spring;
The nightingale whis^rs in the ear of the rose ;
The joyful tidings of the advent of *J*d*,** &c., &c.
(This refers to the alleged habit of the nightingale pressing his bill apaimt
the petals of the rose, which is neither the kiss of the lover nor the d e ^ to
inhafe its fragrance, but a message of approaching joy in one of the I*d festi­
vals.)
It is idle to assert, after such specimens as the above, which form a con­
stant source of occupation to certain Maulvis and others of a poetic turn of
that Native poetry is exclusively erotic, and that it requir^ the inter­
position of any Itoector to eliminate the elem ^t <tf love in the “ Mushtess "
i^ e g ^ to have b e ^ originated in 1874-75. T h ^ are as old as the peiiod
when the b^uties of nature, the herokm of man, the lovdiness of "
 ( 71)
jBrst inspired the native poets. I go so far as to allege that the bulk of poeti^
in the Panjab never was, and is not, more erotic than in any country in Europe.
It is chiefly religious, provincial, narrative, and descriptive. I have already
explained to what element the prominence of amorous poetry is now due,-^
indeed, it was the unfortunate assumption, which characterises European
intCTference in so many matters, that they have all to teach and nothing to
learn from natives, tliat led to the collapse of the Mushaaras in'^S75. The
irritabiie genus ” of poets did not want to be told by any one th^t they had,
hitherto, debased their genius by celebrating love and they declined dictation in
poetic inspiration, if, indeed, naacitur.” In 186&* wceikly ver­
nacular scientific lectures were organised by the Anjuman-i-Panjab, under
Mr. H. I). Staines, at the conclusion of which disputations in Sanscrit took
place among the Pandits, discussions on the lecture in the vernacular, and
recitations of original poems on all subjects, in Urdu, Persian, Hindi, Arabic,
and other Oriental language?. The effect of the mistake in 1874-75 lasted till
1879 when ‘public Mushdaras could again be revived at Lahore, which still
continue; but they had never ceased in native society itself, as there is scarcely
a gathering of friends pr a family or popular rejoicing that is not accompanied
by cataracts of poems. That they should now generally celebrate love is not
only natural to youth and poetry, but is almost the only theme which we have
left to the native Muse. What patriotism ” are they to sing whose country,
religion, and old associations have b-3n broken up? Perhaps, if the new
scheme of “ self-government ” is honestly carried out, and the people are made
to feel the dignity and responsibility of state-citizenship; if the ancient land­
marks of language and literature are again set up, and if religion is again
honored, the Panjabi poets may be more readily inspired to other strains than
those of love and panegyrics in praise of officials, which are distasteful to
Europeans, because they are either admittedly professions^, conventional and
insincere, or because they are felt to be undeserved. In the meanwhile,ftro-
vided no European or native presumes to dictate to poets,' or attempt^ to
promote a natural style of poetry and to discourage the artificial use of similes
and expressions borrowed from Persian poet<s and imitations of Persian writings ”
(i^ e g ^ to be) “ unsuited to this country ” (when they are the very source from
which poetic genius is fed in the East), except by his own example, there will
be ample scope for the celebration in poetiy, of all sttbjecta, left, to the choice
of the poets, in the Miishdaras of L a to e or oth^r p la ^ . (SetfMrector’s No,
4 S., dated 22nd September 1881, paragraph 22 *
When it is remembCTed how prosaic, far firom God and the Muse, is the
life of the bulk of the lower classes in Europe, one would fain express a hope
that “ Bible schools,** really interwoven with the daily life and associations of
the people, and rendered glorious by festivals and a consecration tb duty, God,
and countiy, might be<?ome as great an agency of real education in Europe
as the Kor&n schools, however humble their appearance, are in the Panjab.
I have just received a letter from one of the lowliest of lowly teachers of
a Koran village school, written in Perso-Panjabi and. in the Urdu character,
which may give some indication of the nature of the difficulties that these insti­
tutions have to contend with ;— Great sir 1 Bead this petition with attention.
Your worship desires that instruction be given in indig^noujs schools. How can
this ever be, considering that the chief muharrirs (Educational officers),
tahsildars, zaildars, lumberdars have rooted up their very foundations ? If
any one should go to an indigenous school, the chief muhfmrir, ts^sildar,
zaudar,-lumberdar bully him and say: **Hear, thou wilt ^ t no credit by
going to this school.” Indeed, the zaildars, iWb^rdan and ^vem m ent
schoolmasters say to the indigenous teacher You are giving us a bad name; don’t
you stir. ” The schoohnaster then, gets the boys away from t ie indigenous
school, whether they go to his school or not. This is why the boys and girls
pf the unhappy Muhammadans have given up even reading their £ o ^ . But
God is in the whole Panjab. I f the chief muharrir or zaildaor sees a boy read
in an sehool, he gets a burning in his body; and when the Goverii-
m ^ t sf^ioolinaster sees the boy, he abuses the teacher and tells the lumberdar:
« you not obey the order of Governm^t ? Bring the t ^ t o to his senses
or dlse 1 eomplaia against you.** When the zaildar comes, he tells hlm^—
 ( 72 )
“ The chief muliarrir is coming round; what glory will there be in my school if
the M ia^ (teaciier of the indigenous school) has again got the boys to go to
him ” Then let us suppose that the chief muharrir really comes ; lie will cer-
•temly abuse and put down the indigenous teacher, and tell him “ What dio you
^ o w ? Tell me “ where is God, and hOw do the heavens and the earth go
round ? ” When the teacher can make some suitable reply, then the chief
muharrir turns on the lumberdar and says : “ You are not fit to be a lumber-
dar. I will report you.” Then the chief muharrir speaks to the tahsildar.
The result is that no indigenous school can continue to exist.
Hear; in P —, there was a. Madmsa. The cliief muharrir told the zaildar
and w^te in all the visitors’ books of the Government schools of the Zairthat
the in^genous ^hools in it were not flourishing. The helpless zaildar at once
abt;}lii^ed the jkadra^^ pf his villag;e. In the same way, the Madrasas in
" other villages were also abolished, Sir i I f indigenous schools are to be started,
then let an order be issued to every lumberdar and zaildar, iwt to prevent any
one who may wish to dd so from reading in an indigenous school, and allow
those who are already reading to go on doing so. Then, perhaps, will the
Madrasasj the foundations of which have been rooted up by chief muharrirs,
talisildars and zaUdars, be again re-established; but if such an order is not
published, they will not continue, ”
''t. ■
The statements in this letter are far from being overdrawn. I have heard,
on unquestionable authority, that worse persecutions than are here r e f e i^
to were put in motion against those who ventured to maintain an indigenous
or unaided school in competition, or even in the same place, with a Government
school. Some indigenous teachers were driv«jn put from villages in which their
ancestors had taught fox a cfentury, if not longer. In other places, the ]4ghir«
ddr, who wanted to restore a muM to an indigenous school, was prevented
from doing so. In aU places where the indigenous teacher left no heir, his
mudfl, a any, was resumed, instead of maintaining it for the purpose of a^school.
In all cases where hmds or other endowments were attached to mosques or
other sacred edifices, there was an understanding that a school would form part
of i t ; but the opportunity was not taken to insist on the fulfilment of a self­
understood religious obligation on the part of the managm of these ^tabHsli-
ments, which %ould have maitttiuued a netw^k o f ^hools in evei^ toin^ and
village in the Panjab, capable of being def eloped up to the practical require­
ments of the community and in the truest interests of the State. That any
indigenous education should continue to exist at all in the province, in sj^te of
our steady efforts to discourage, if not to suppress it, and in ihe face of much
official opposition, if not persecution, which those who know Indian life will
understand to be eiasily practicable against what does not appear to enjoy the
favour of the authorities, is a Hving protest of the people against our, educational
system, as well as its strongest condemnation.

VI.— A r a b i c S ch ools .
“ Science is the knowledge of Arabic; Persian is sugar; TurJdsh (owing
to its gmmmatical complications) is an art ; Hindi (as non-Indians call the
language of Hind) is salt” (owing to the pungency of its poetry).
This quotation from memory, the literalness of which I have no m e^s of
checking at Simla, seems to me to describe, not unhappily, the pre-eminence of
Arabic among eastern languages and literature. The logic of its formations is
unparalleled ; its etymology is, in itself, a study of Arabian history and customs;
the applications of its inexhaustible treasure of words, in their numerous lorms,
are graduated to the various domains of human thought and experience, and are
simplicity itself when the key to them is found. What Europe owes to the
labours of the Arabs in scientific research can never be sufficiently acknow­
ledged. It is only in “ Drama,” and the appreciation of sculpture and music,
that its puritani^m repels the heathen mind. Taking almost e v ^ th in g in
Greek phUosophy and science, they rejected its worship of the human form, and
its delineation of human passion on the stage. But in the rigid studies of
history, philosophy, logic, mathematics, astronomy, medicine, including botany
 ( 73 )

and zoologv, tlie Arabs are masters of exactness, and it is to them that a sixth
of the hiiman race owes its? civilization. No European can aspire to influence
among any of the nations tthat Muhammadanism has strongly imbued without
. knowing Arabic. Unlike the Indo-Germanic group, it has not been materially
affected by climatic and etUinic influences; but it stands forth, complete in ifeelf,
the perfection alike of power, profundity, and wealth, allied to a severe simpli­
city. Arabic, or its cognaite Hebrew, is the fitting language of a creed that
h;is ever held aloft the stamdard of the ONE and Jealous Goa.
The Panjab has ever bteen proverbial for the thoroughness with which Arabic
grammar (etymology) was studied in it. This is alone a task of considerable
magnitude, but it waswortthyof a^province which sent out conquerors, reformers
and teachers to the south.. My surprise can, therefore, be imagined when I
heard an Inspector depose to the absence or poverty o f. grammatical studies in
Panjab indigenous schools'.. He could not have referr^d to Urdu or Hindi, for
those languages are not stuidied as such; he did not allude to Persian, which has
scarcely a grammar; he comld not have meant Sanscrit, for he professed to know
a little of it, and would thins have'ascertained that gr^iiminar is studied in Panjab
Sanscrit schools in a manmer which perhaps the greatest Sanscritist of this
age has declared to be unriwalled; so he could only have referred to Ara,bic gram­
mar, in which the Panjab has ever been pre-eminent, as acknowledged even by
the jealous North-West. "The productions on “ Sarf ” in the Panjab in one year
exceed those of the North-lVest in ten, as, indeed, they also do in other branches,
for the Panjabi is only stuipid in the arts of intrigue, to which, when exercised
by his other Indian fellow«countrymen, he falls an easy victim; but in anything
that requires steady and hard mental work, he yields to ho race in India, whilst
in bravery and physical strength he is the master of most.
stated in my crossi-examination by the Education Commission, “ The
As
A S chools go from fehe most elementary knowledge of reading Arabic,
r a b ic
up to the highest standard of Arabic Law and literature, and the sciences con­
tained in that literature, suich as IMedicine. They vary rliuch, according to their
grade. Grammar, Syntax and Ehetoric in the middle and higher schools are
taught on a method whiich is considered by the highest Bnropean Arabic
scholars to be far superior ito our own. Th^ exegesis of religion i§ taught in a
most admirable way. Arristotle is taught in the higher Arabic indigenous
schools, and his system amd that of Plato are understood* In some, Persian
is added and in some Urdu. The system of a ‘ runnmg commentary ’ between
Professors arid students, iss of considerable advantage. Xil SOBie higher Arabic
schools mathematics and aistronomy are taught.” Before, however, giving the
time table and list of subjtects studied at a model school Jike that o f , D e o b a n d ,
I would briefly refer to. tine ordinary elementa-ry courge wlwch is adopted in
numerous schools and by pjrivafe teachers, Maijlvis and others.
The pupil begins his Arabic studies tlixough the mediu^ni of Persian books
or Arabic grammar, such as the ‘ •Mizan-tjs-sari'’ - on Etymology “ I^ u n sh ^ b ”
on the same; followed Iby the well-known ‘‘ Sar,? Mm,’* “ Panj-Gan^/'
“ ZuBDA ” (on permutatioms), “ BASTUR-yiirjiiUBTAM ” -^all works on ;differeiit
branches of Ambic grammiar—and, flnaHy, so far as tliis portion of tlje course
is concerned, the “ Nahv-M ir ” (a book on Syntax) gaid the “ M iat i m i / ”
the famous poet Jdmi in Persian verse^ a hundred rule^ of %nta^ origiiMi^y
Arabib prose; then the puipil leaves the naediuni of Persian and add;^sps Mm-
self solely to the study off the Arabic language, Literature I»aw and ^ieiice,
as contained in the works cof Arabian authors.
I cannot do better thian refer to the scheine o f jStudies I)^bahd
general indication of the c(ourse followed ih the Arabic schools Or cofife^
Taiious grades in the Panjab, with this difference that, whereas, at an institu­
tion like that of Deoband, sail the grades are in o>ne lpoa,Uty, ipt the majority of
Ari.bic seminaries, the student h ^ to travel to one place for 1q^ aiiotjher
for mathematics, to a third for medioine, thoiigh, as a rule, in the Ibetter schools
the following subjects are taught in one p l ^ , Looio (Arisk)-
tie’s), P h i l o s o p h y (as in A.vicenna’s work f^ns |h^ -sub|ect-Hthe S h if^ ) ; Tusi^s
Shera isharat; Ohazali’s Alhy^a-ul-ul^im or Y i^ o a tio n of leamii^r-att more
le® on an Aristotfilian basis, though the Plaitow: system is >ujaderstood, if
insufficiently appreciated, atnd Gha^aS attackis Aristotl^himself with: his Arabian
school in the interests of o^hodoxy (in his book ci^ed Tahafat^ul-Pilasife,” ) ;
L a w (including the “ UiS&l ’ ‘VPrinciples’ ’ ) ; somfe boolis of literature, such
 ( H )

as Ha.rib.1 and Theology ” or “ Scholastic P h i l o s o p h y ” reconciling orthodoxy

with reason. A polite Arabic letter-writer, ths “ Ajab-ul-Ajaib/^ is also com­
monly read, and a ,study of M e d i c i n e is the most accessible scientific subject
in a considerable number of schools, as it is considered both in the light of a
general accomplishment, as also in that of a professional study, so that we find
Nawabs, Maulvis and others, as well as Hakims, acquiring a knowledge of
Medicine in ordinary Arabic schools or from a private Maulvi. Tor this reason,
a school like that of Deoband, would be deficient in a purely professional subject,
when its literary and scientific course is sufficiently extensive; in other words,
when it adds Mensuration and the Arabian works on Euclid, Algebra, the higher
mathematics, including Astronomy, instead. (It is rather curious to find
Europeans doubt the possibility of rendering mathematical and other scientific
signs into Arabic, when our very numerals and the word “ Algebra” itself are
of Arabic origin.) It will, therefore, be necessary to subjoin the “ medical
course ” of an Arabic school that makes this subject a speciality, of which the
Yunani class of the Oriental College (the members of which also go through a
four years* course in European medicine) may be considered to be a model.
1. The Qanuncha (which also includes anatomy).
2. Mujaz.
8. Mizan-ut'tib, including treatises on the crises >f diseases.
4. Kifaya Mansuri.
5. Mizan-ut-tib (use and doses of single and compound medicines).
The student of the Yundni system then proceeds to the well-known works—
6. The Aqsarai.
7. Sadidi.
8 Mufarah-ul-quliib.
9. Tashrih-ul-aflak.
And he concludes his medical studies with—
10 The Sharah Asbab ;
11. The Nafisi;
12. Avicenna^s incomparable Kuliat-i-Qaniini;
13. The same author's Hummyat-i-Shaikh; and
14. The Jami-ush-Sharhin;
altogether, about a six years’ course, varied by attendance with his teacher on
patients or, as is more usual, assisting him whilst dispensing medicine and
medical advice, often gratuitously, equivalent to our out-door relief,-^the prac­
tice and place, generally the tutor’s house, being both called ‘ Matabb/ “ place
and act of dispensing medicine and medical advice.” "v
It is unnecessary to add that many of the Arabic schools add Persian and
some Urdu, arithmetic, and even, rarely, history and geography to their
course, when, in proportion to the standards, the scheme of studies laid down
under the head of “ Persian schools ” is more or less followed, to which I,
therefore, must beg leave to refer the reader. As a rule, Arabic schools are
chiefly, though not exclusively, attended by Muhammadans and their Persian
or other departments indiscriminately by pupils from all communities, fees in
cash or kind being generally obligatory in the latter case, whilst gratuitous in­
struction, as a religious duty, is often given, in the case of purely Arabic stu­
dents, who are generally supported by the Muhammadan community when they
are poor or come from a distance. Yet it is on such schools that the first
Educational Tleport passes the following verdict:—
“ Para. 15. An Arabic school can hardly with propriety be called a school
at all, the students being almost exclusively Well, then, we wiU, with
greater propriety, call these schools. Colleges.
It must also be understood that the student of advanced Arabic learning
is supposed to read everything bearing on the subject of his speciality, which
only requires study, and not the master’s interpretation, at his own house. A
curriculum vitce” of a Panjabi Maulvi which I annex will give a very fair
idea of the career of a Muhammadan who wishes to devote himself to learning
or to become a Maulvi. Some of the highest works on Scholastic Theology,
such as Ar-Razi’s Great Commentary, the l\\fsiri Kabir, are not read at all in
any Arabic College that I know of, and the same practice obtains with regard
 ( W )
I need not add tliat all the professions, including that of priest, are open
to the humblest Mussulman, though, as a rule, the hereditary professionals,
priests, physicians and professors, take the lead or the larger share in emolu­
ments and public consideration. Our educational system, by ignoring the native
professions, has impoverished them, whilst it has closed the avenue to these
professions by the introduction of “ new men,” from whom technical aptitude,
rather than learning, is required. But India still resembles in many respects
the middle ages, in wldch scholastic learning was the road to preferment or
culture, and it is a very serious proceeding to have thrown out the hereditary
guides of the people from professions which enabled them to live and
to render learning honoured by the community. In the restoration of the
highly-gifted Maulvi class to their hereditary dignity, I see a solution of
the educational difficulty among Muhammadans, whether male or female,
because it is their wives, as also widows, who are the most congenial material
from which to supply female teachers, just as the utilisation of the Pandit class
would place at our disposal the educational services both of the Pandits and of
their wives among Hindus, and the similar employment of Bhais and their
spouses would restore that teaching, under civilised auspices and more in
accordance with the spirit of the age, which is so emphatically the characteristic
of “ Sikhism.”
With regard to fees and discipline, the previous remarks on the subject of
Persian or Koran schools will suffice, it being borne in mind that the teachers
and students are of a higher calibre, and that the relations between them are
those of friends, of whom the senior imparts his knowledge to the junior,
generally for the love of God, or out of devotion to Arabic learning
If we wish to influence the many through the few, we should identify
ourselves more closely with the Muhammadans, a once ruling race, than we
have done hitherto. It is also time that the unnecessary antagonism, at any
rate in India, between Christianity and Muhammadanism should cease. As a
student of both systems of theology, I have been struck rather with their simi­
larities, than with their differences, and it is the former, rather than the
latter, that we should accentuate in our relations. As for Muhammadan
fanaticism, this was chiefly stimulated and maintained in self-defence bj
the wanton expulsion and pauperisation of hundreds of thousands ^of the
industrious Moors from Spain, by the crusades waged by Christians and by the
domination of the Ottomans who accepted the sterner “ Suras” of Madina,
when Muhammad was under the pressure of his followers, in preference to the
all-lo\'ing, if fiery, utterances of Mecca (see my pamphlet on Muhammadan
education). My own long residence in Muhammadan countries has convinced
me that it is earnestness in the few, rather than fanaticism, which characterises
them, whilst the bulk of the people are too dreamy or apathetic to be bigoj^d.
The Christians of various sects, as also the Jews, were allowed complete a^f^o-
nomy under Turkish rule, when all were a happy family, with occasional dis­
sensions, till European interference, “ constitutions” with the Code Napoleon
and “ foreign ” education, which taught the “ advanced ” Turks the small-talk
of infidelity, revolutionised the country. It is in various European countries
that I have seen real bigotry, of sect against sect, class against class, and nation
against nation, often fanned by those religious leaders whose fervour is a
substitute for their real raison learning. Indeed, I consider that the
East is, and has ever been, characterised by tolerance, though European spies,
emissaries, and unscrupulous merchants have often texed its patience and
roused an inevitable hostility. It i« an encouraging sign of the liberality and
far-sightedness of several of our Punjab missionaries that they would infimtely
prefer instruction being given to, say, Muhammadans in their own religion
than that the present “ ocu la r” system, which is destructive of the religious
sense, should continue. The large-heartedness also of those missionaries wlio
would pledge themselves not to make attendance at the Bible-class compulsory,
wherever a Government institution is handed over to them, is deserving of tiie
warmest appreciation and of the success with which it will certainly niec't,
though it is no more than what Maulvis and Mianjis in India have done for
ages, as a matter o f course, namely, allow Hindus who were desirous of study­
ing Arabic or Persian, to attend only the purely literary classes of Muhammadan
institutions, whilst positively discouraging their attendance at the religious or
legal classes.
 ( 7 6 > '

The foliowitj^ is the sfeheme of study of the Arabic Pepartment of Deoband school with
tlie daily progi'ess of the Student; the course of study extendimg to eight years:—
l8 i 9iin.T Lsteoif. 2hi>n m r Lusaoir. 3bDDA.II.YLmsov.
»•« Daily TtSoiot Pafmof Daily Tiijne of Time of
T ia b . Nmu« of the text­ Name o f tbe'tekt-book. the complletinK JTame of the text-book. Daily
book. kiMon.
book. lesaon. the ibook. le«goa. completing
the booik.
A
Ifontbs. Momtbs. Pages Months.
Mizaa tTsSie^ 14 I
(Etymoiogy).
M^nshaib (Ety- 18 Panj Gunj (Ety- 44 2
Thtolo^y).
SaTf BJfe (S ty * 48 2nbd^ (i^ysaolo* 16 ,u
mologj;): g y ).
Sharafa ^ lat AmH Dasturnliilnbtadi 23 1 1
Nahvi Mir (Syn­ Zurr»4i (Etymo- 23 1 1
tax). lo g y )-
Hidayehtnoahv 101 Mia AtoU (in 4 i i Isagoge (Logic) . 16 1
(Syntax). verse) (Etyino^
lo fjy ).
10 i 19^1^ (Lo- H

1 Ik Mi^r^t (I^gic)' , 32 i H

32 2 i ’ MiJK\ii-i-'3ran^tq 1 1
! lo ffir K ‘ I ■ -M. (Logic).
Marabalarn^ah 2 TabzA) (Logic) ^ 1 1

93 Shat^li Tnhzn> M 2i
(I^ogic)
II Six^ffa (Eiymolo* 164 Munyittnl^ Mttsal- 1 20 ^'^2^: Q t t tb f/{L i^ o ). ■ . m 21-

(Syntax)!. lOtJ f addti (Layr) 234 . '3 ^ ^llrCjntbuiiogi^ idk 2}

SliaralL iinlla .400 K ktezud Dalqayeq;' " 4 3 0 4^ llkiMfci' (Mfetital 180( 3f
Jam! {SyxA^y. (L i# ). So^nce).
Sullii_mulnl<im 15 1
(L<^c).
III MakhtiuarMaaBi 340 Asnl Sbasbi(^e<A 66 1 l"-2 i MaUa Hasnin QDiO« 261 3i
(Bli0tioci<y).' Phil.). g ic ). ,, •r
Sbarah ;Waqaya . 227 2 4f Mir Z^&id (liO gic) 42 H
(Law).
N & ‘. t J l a n ^ e (Jn- .2 5 4 ,4^ : 6 b n l ^ , Y^hyf, 62 H
xispradence). (to g ic )
Abdulali(Logifl) * 66 u
IV Sharah Aqayed S (J u ris -' 1 84 4 2 Mir Zilnd^alalya 128
(T l^ l. Pbtt.) (Logic) and 5i
Khayali (llheol. 104
.r
Tanzih 'Palwih 311 If ' 6f Mtdla j a fa l 133
P htr.) ' (JfaHsprudrtice).
Nafhattii Yaman 40d 3 Masallam XTssa- 66 2 Abd^ali on aboye 188
(literatare)* b6ti (Jtinspru- (Logic).
dence). BamduUa 232 3
^28 2|
(Logic)
Maq^atri'Huiri 412 Misbkat (Tradi­ 576 84 2.
(Literature). tion). (Aritbmi^c).
J ami Tirmazi (IVar- 654 H SrSji (La>r) . 66 H
dition).
Euclid >, 4 22 5
TI Di vanJ-M ntanab- 400 Bi Sahib Mdsiim a i7 .61 Sfidri( (Natural 24^ 2i
bi (Irtterj^tuTf). (Tradition). Phii.).
Tarikb-ifYamini 2 63 Shamse Baisigba 164 3*
(Literature). Sharab Mawaqif 69 li-
(Theol-5hil).
V II Dvau-i'Biaiid^f 219 4| Sabib Bukhari 1.128 7f Mirizabid (Am^r 104 n
(Liieratuiqe). (Traditioii), Ami) (.Liogic).
Tafsft JaMain 610 Si Nis^ (Tradition). 545 3 Abdulaii (Aw4r 362 H
(Kororis^xegeris) Ami.) (Logic).
TasbrihUil-iOiak 96 1*
(Aateoijomfj^j !
tronoiny),
VIII Baiziwi (Kororis 120 Si Abu I>|ud (Tra­ 718 SbahihChaghuiini 138 5f
Esegeris)., dition). .(A a v o n o ip ^ ^ .;.
m U y i (Law) 5 78 8 lbii''i:|Aajt. (Tra­ 576 Jabr-o-Muqabila 3 72 3
dition). (Algebra). '
Mnwattai (Tradi' 3 92 Masabat (Mensur: 74 3
tion). ration). ,
 ( 11 )
The following is a list of books taught in the Arabic indigenous schools
I.— AftABio G rammar .
Mizan iissarf. Nahv Mir.
Munshaib. Adete Amil.
Sarf Mir. Sbarah Meite Amil.
Sarfi Bah^i. Mete Amil (in verse) by /ami.
Panj Gunj. Hidayetunnahv.
Zubda. K^fya.
Dasturulmubtadi. Sbarah Mulla.
Zarradi. Alfia of Ibni Hajib,
Zariri. Kazi.
Sh^fya. Abdulgbafur,
Marah-ul-arwah.
II.— L it e r a t u r e .
Alif Laila. Qaliiibi.
Akhwanussafi. Saba^ raua*llaqa.
Napfatulyaman. Diwaxi-i-Hamasfi.
Muqamat-i-Hariri. Diwan Hassan.
Mutnabbi. Diwani Hazrat Ali.
Tarikb Yamini. Ajab-ul-Ajayeb (Letter-writer).
j, Timuri by Arabshah. Munabbehat-i-Ibn Hajar.
„ Khulfa by Sayiiti.
in.—Loaic AKDP hilosophy .
Isagoge of Porphry. Hamdulla.
Qala Agulo. Qazi Mubarak.
Mizan*i>Mantiq. H idayetulbikmat.
Tahzfb. Maibuzi.
ShaxiibL Talbzlb. Easbidia (rules of argument) .
Qutbi. Sadra.
Mir Qutbi. Sbams-i- Bazigha.
Sullam. , Sbarah Isbarat.
Mulla Hastui. Amuri Amma.
Shifa of Avicenna.
Mir Zahid.
IV.>->MtJHAiiUApAN Liw (fikah).

Kaduri.
Kanzuddaqayeq.
Sbarah Mukhtasir Vaqiya.
Hidaya. , M ultaq-u 1-abhar.
Sharifi&. Tanvir-ul-absfir.
Ashbah wika-Nazayer.
Fa^wa Alamgiri. .
Fatayi Kazi Khan.
^ Mukht&r.
V .— JUBIS^RUDlNCiB.
Tauzih Tal^ih.
' jST^rxUlaiiw^. Musallam.

Mfikhtasar; M^ani. . ; I Mutawwal.

Vtti-^THBOLOGICAL pHILOSOfHY.

Sharah Aqiyed. Sharah Muaqil.

Kh^H.
V l l l . —^ISadis (Ti4^ti6ns of the Prophet) .
Hblikatk Nisdi.
Ti^mazi. Abu D^ud.
Siihih Muslim. Ibn-i-Mfija.
iSahih Bukhfin. Muwatta.
rSvi
Aid) CoifMBOT 07 THB KdRAK.
Jalalain. I Baidawi.
X.— A s te o n o u t.
Tashrihulafldk. Sharah Ghaghmini.
Sabi Shid^.
 ( 78 )

XI.— A r i t h m e t i c .
Kkulasatul hisab.
X II.—G e o m e t r y .
Euclid. I Almajesta.
XIII. — A l g e b r a , by Ibn Musa.
XIV.— The text books ou M e d ic ix e have already been mentioned elsewhere.
The above list does not profess to be complete, but it is sufficient to show
both the range and depth of the studies carried on in the Arabic schools and
colleges of the Panjab and Ui^per India.

CU REICU LU M V lT^E

O r A P a n j a b i M AU L^a (d e s c r ib e d in h is own w o r d s).

“ Up to tljeage of 20 years I studied grammarlogic, literature, arithmetic,

and jurisprudence in my native town (B itala), and in different cities of the
Panjab, as Lahore, Hosliiarpur, &c., and finished the ordinary text-books in the
above branches of learning, such as Mulla Hasan, a commentary on Sullum,
Mirzahid, Maibuzi, Sadra, Mukhtasar Maani, Mutawwal, Hasami, Kanuncha,
Khulasatulhisab, Xheyali, Sharah Aqayed, Sharah Waqaya.
Then, as now, the natives of the Panjab laid much stress on the study of
Arabic grammar, and several commentaries on the Kafya, Sharah Mulla, Shafya
and Mutawwal were generally taught in the Madrasas of the Panjdb. Khula­
satulhisab and logaritlnns were also taught.
Afterwards I travelled in India. On my way to Delhi, which was a seat
of Arabic learning, I passed through Ludhiana, Malerkotla, Panipat, and Karndl,
where I found regular and well-conducted Arabic schools.
I stayed at Delhi, and completed there the Hamdulla, Kazi, Tafsir Jalalain,
Tauzih, Talvih, Hidaya, and the six books of (Bukhari, Muslim, Ab6
Dadd, Nisdi and Ibn Maja) with Mishkat and Mawatta.,
Then I went to Aligarh, and there I read the Sadra, Sharah Hedayet-ul-hik-
mat in philosophy and Sadidi, Nafisi and Kaniin of Buali Sina (Avicenna) in
medicine.
The next place where I went was Kandhla (a town in the district of Mu-
zaffarnagar) and there I studied the most advanced books in philosophy and
theological philosophy, such as Amur Amma of Mirzahid, Shams Bazgha, Sharah
Mussalam and Sharah Mawaqif, and the first two books of Euclid in Arabic.
At Benares, which was my next halting place, lived Maulvi Muhammad
Hasan, son of the far-famed Maulvi Gulshan Ali, who was famous all over India
for his proficiency in mathematics. There I joined an immense class of Arabic
scholars wlio bad crowded there from all parts of India to study advanced astro­
nomical and mathematical books, such as Sharah Qhaghmini^ Bist hob Astur-
Idb (20 chapters of the Astrolabe), Almajesta and Euclid, and finished all these
books. Then I went to Calcutta, passing through Jaunpur and Patna, and with
the Maulvis of that metropolis I studied advanced books in Arabic literature,
such as Diwani Hamasah, Diwan Mutanabbi, SabA Mudllaqa, and Hariri. At
Jaunpur and Patna there were very well conducted and crowded Arabic schools,
and these places were noted for philosophy and Arabic literature respectively.
On my way to Benares I had stayed for a short period at Lakhnau also,
and there one Maulvi Ni’matulla was famous for his proficiency in mathe­
matics and philosophy, and there were some Maulvis in the Parangi Mahal (a
quarter where the Sunni Maulvis lived, and which has become proverbial for a
learned centre in Upper India), who did justly claim high proficiency in every
branch of learning. Two of them, Maulvi Abdul Hai (nowin the service of the
Nizam) and Maulvi Abul Halim, father and son, held the first place among all
of them.
 ; ( 79 )

On my way back home I found good schools in Saliaranpur, Deobaud and

Uampur, and in Dcoband I was struck by seeing the blind students learning
mathematics and drawing geometrical drawings on boards.
Rampur and Muradabad also were, as they are now, seats of good Arabic
schools in which literature, logic, mathematics, and philosophy were taught.
After completing my course of studies, I came back to the Panjab and fixed
my residence at Lahore, where I have been engaged since then in teaching
students in different branches of learning. I n;ade a journey to Arabia also,
and in several towns of Arabia I had an opportunity to see schools.
Though the indigenous schools, whether Arabic, Persian, Sanscrit or
Mahajani, have suffered very much by the improper competition and indirect
repression of the Educational Departments in India, yet they are able to send
out specialists in Persian, Arabic, mathematics, logic and other branches of
learning far better than the graduates of the Departments.
These indigenous schools have been deprived of a great part of students
on account of Government’s ousting them from taking a share in the State
patronage. These schools supplied at one time the majority of Sadr-ul-sudurs,
Sadar Amins, and the ministers to the Native States. Even tlie first Deputy
Inspector of Schools, the district visitors and professors in the Government
colleges, were graduates of these schools, and many of them are still remarkable
for their learning, honesty, uprightness, and the efficient discharge of their
duties ”

V II.— S a n s c r i t T e a c h in g .

So much has been written on the influence of Sanscrit learning in Hindu

polity that my remarks in a preceding chapter on “ the religious and national
foundations of indigenous education ” may be deemed to be a sufficient intro­
duction to the subject of Sanscrit teaching in the Panjdb. The information also
given by Pandits Guru Prasad, Rishikesh Shastri, Kaka Ram and others
in my Appendix II renders it unnecessary that I should do more than
refer to its salient points. The eminent Pandit Rishikesh, however, who is a
native of Bengal, has adopted the term “ pdtshaU ” to include also the “ padha ”
schools or “ chatsdlas ” with which they have nothing in common, as he wishes to
adopt one designation for all Hindu indigenous schools. The coromon accept­
ation of pdtshdld is, chiefly, a religious one, and implies instruction in Sanscrit,
however elementary. Whatever may be the origin of the name “ pddlia ” and its
proper application, it is clear that the teachers of Land6 schpols, as such, have
only to do with mental arithmetic and various forms of commercial handwriting, I
correspondence and modes of transacting business. That the Land6, Mahajani
and Sarrafi characters might have been adopted as a basis of elementary instruc­
tion for the masses in Upper India, just as Kaithi has been raised to the dignity
of a character used in c6urts, there can be little doubt, but this has only been
partially attempted by the development of the Gurmukhi character, as already
explained. With far greater propriety could the term “ pdtshald” be applied
to Sikh schools, as they principally teach religion in it, but even such a use of
the term would be misleading. Indeed, to a Hindu Panjabi “ patshdla ” repre­
sents a school for, primarily, religious teaching and the study of Sanscrit.
In a typical patshala, the pupil begins with either the character
(calted H in i), or even with the Gurmukhi character, and then proceeds to
Sanscrit, the vernacular being generally Panjabi.J The spelling-books and
readers once acquired, he goes on to Sanscrit grammar, poetry, rhetoriq, the
puranas and itihds (ancient history), jotish (astrology and astrononiy), the
vedant and nyaya (philosophy and logic), mantra, tsntra, puja path (religious
books) and may also finish with vaidik or the Hindu system of medicine. The
books are detailed on page 7 of Appendix II, but it may also 1;^ useful
to compare the separate list of Sanscrit text-books on grammar, poetry (including
the drama), rhetoric, astronomy and astrology, medical science, logic, law,
philosophy, religion and prose literature^ which I have added to this chapter.
 ( 80 )
It is rare, however, that a pupil should find all these su^ects taught inojic^
school, though the renowned Pandit Kaka Bam of Bliin in the Ludhian^
district, and Pandit Ram Lai of Ranika Raipur, the illustrious Pandit
Ramdatta of the Amritsar district, Pandit Vedyadhar of Gujranwala, Pandit
Girdhari of Sujanpur, Pandit Moniram of Kangra, Pand|t Nikkeram and others
teach “ all the Slmtras.” The more common practice is to learn one or mcire
subjects with one Pandit and the remaining subjects that the pupil wishes to
acquire, with another Pandit, eminent in the particular speciality, of which
the most famous teachers even adopt the name as their most honourable
title, e. g.i Kaumudi, Chandriki, Nidyik, or professors of the Kaumudi,
Chandrikl, and Nidya system of Logic. Indeed, it was not without
difficulty that Pandits were induced to give their services in colleges,
where classes go from one teacher to another. This practice affects the
parental relationship in which the master stands to his pupil and is considered
to be injurious to the discipline which the Shastras enjoin. However, the
poverty to which many Pandits now find themselves reduced compels them to
waive this objection and to fall in with a system which, under present circum­
stances, is the best practicable one for giving young Hindus an extensive,
rather than profound, knowledge of their literature. To teach law and philo^*
sophy to non-Brahmin Hindus still meets with opposition from some of the
best Pandits, these being professional caste-subjects of study, which ensure
Brahminical ascendancy over the rest of the community. As for grammar,
lexicology, rhetoric, the drama and all ot^er secular literature (not law or
philosophy) the Sudras were ever allowed to study these subjects. In medi­
cine, non-Brahmins have achieved a reputation which has raised the class of
Baids far above their social rank, whilst, I believe, cases have also been known
of non-Brahmins practising astrology, though I cannot speak from personal
knowledge. Such a course would be a serious encroachment on a profitable source
of income, which is, generally, the monopoly of Brahmins.* In the Punjdh also,
it must be mentioned that instruction in the Vedant seems to have been mostly
given by down-countiy Pandits, the study of grammar and of logic apparently
forming the subjects in which Panjdbi Pandits were faciles principes among
their colleagues in India. The Kashmiri Pandits, it may be incidentally stated,
also appear to have been, for a considerable time past, proficient in Persian.
The great aim, however, of a Pandit in teaching is to discharge a religious
duty, and we therefore find larger numbers among them teaching gratuitously
than even among Maulvis. Ji'or instance. Pandit Rishi Kesh Shastri gives a
list of 86 famous Pandits, among many others, who maintain Sanscrit schools
at their own expense, whilst many also feed and clothe their pupils. The
largest number of pupils attending these schools seems to be 56 at Bhin, under
Pandit Kaka Ram, for it is not considered conducive to careful study to instruct
too many eUves at a time. Their ages vary from boyhood to old age, for
Sanscrit is inexhaustible, emd the capacities or occupations of students do not
bring them to the same standard witMn fixed periods. The subjects studied
in these “ gratuitous ” schools are generally “ Grammar and Logic,” “ Gram­
mar and Literature,” the Purdnas, Medicine and Astrology. The Yedant is
more rarely taught, t The income of the Pandit is generally derived from his
priestly avocations. In some places both students and teachers accept, gifts
from pious Hindus, but in most towns and villages the former alone are sup­
ported by the religious. Very rarely are jaghirSi granted by previous rulers
to Pandits, now continued. J
Whilst in many of these schools which are kept by Pandits in their own
houses secular instruction is generally added to religious teaching, the study
of languages, like Persian, would be considered to be a profanation, and it, there­
fore, seems to follow that if the subtle intellect of the Brahmin, which has

* Lala Chuni Lai reminds me that the founder of Jaipur waiS Jai Singh, who belonged to the Siw<(i pivi>
aion of the Bajput caste.
t Many of the so-called Yedantis in the Panj^b are illiterate men, who obtain a smattering of that
philosophy by attending the discussions (Sh^strarth-Mubahisas) of real Vedantists held in temples.
t Private persons, like Rai Eishn Chand of Bat^a, have endowed Sanscrit schools^ wheXe the puptl^^ii at«
ftlso fed, in various parts of the province. '
 ( 81 )
been developed by hereditary mental cultivation to the very highest standard,
is to continue to lead in the present age, instruction in modern science can only
be afforded to that class through the medium of Sanscrit, or through that of their
Vernacular or of Hindi in the Nagri character. Books like Ballautyne’s Synopsis
of Sciences are invaluable for such a purpose; and although the old school of
Oriental Educatioiiists in Indiii before 1835 err^ in m a k i^ Arahic and Sans­
crit the media for the spread of Western Scicnce in India, instead of the Verna-
ctilai's^ it would by this time have succeeded in identifying the natural leaders of
the people with the cause of progress, and a body of revered teachers from the
priestly classes of both Hindus and Muhammadans would now be in existence,
who would have been acceptable pioneers of advancing civilisation, main­
tained by tlieir fellow-countrymen in the traditional manner and without any
cost to the State, except in the form of Rewards to successful teachers and
authors. The Government would also have had the most intelligent body in
the community ideritified with, imtead of alienated from, the present system of
administration. It is, perhaps; not too late to rescue the priestly classes from
the degi*adation to which they have been consigned in the ranjab. In Bombay
the Brahmins have been allowed to maintain their educational ascendancy,
to the advantage, I believe, of the rest of the CQmmunity, and have adapted
themselves somewhat tp the altered state of tMngg under British rule. ' In the
meanwhile there is still some truth in the remarlcs on Sanscrit schools made
by Mr. Arnold, in his J&rst report, paragra^ 20:

“ It is in the Sanscrit schools that the etclusive d4e of Hinduism comes

out. Like the Arabic schools, those cjalW^^S^^ are largely attended by adults
and entirely by Brahnains.^^^ bet qui;^ c|rt^^in that a student attending
a Shastri school w^ill har^^ be peiraimded to undergo a
tion, S e woM sirongt^ pbieci t o l e i ^ the T$ffian cho/raci&r** ’

The success of the Oriental College at liahor© has already disproved th^^
supposition that membei^ of the practising pri«stly classes in. the! Panjib
are unwilling to undergo instruction in “ genetal ^subjects ” in addition ^ a
more critical training, from buir point o f view, than is generally imparted in
indigenous schools in their own literature. Sever^ of the
M a w is have read up to the degree standards ; but the course tb be pursued is
one not of compulsion or interference with established systeiM, but persuasion
and the adoption of the “ comparative methi^.” It weidd be a b to d to refuse
admission to a good Arabic or Sanscrit scboto becanse h6 did not come up to
the Entrance or Middle or any Standard in “ A^ts.’* The great aim is to
attract; maiiy of these scholars as possible, and to ti^& tiiem to become enlight-
en€^ leiiders of their people. Thus alone can the learned professions be again
revived in the province. To Maulvis ^ d Pani^ Oriental learning
with Western science, I look as the mOst^;^^*^^ prieste and teachers of
tlie future; it is from them that alone the cultivation of literatu^ as a profess
fiion can be expected. The Hakims and Baids of the Oriental College, who to a
thorough study of their own systems b f medicine and of the use of native drugs, a
subjeet in which the inost eminent European physicians admit that they have
mnch,4» learn, ^ d a course of instruction in European Medical science, arie more
likely to be welcome advocates of our system among the masses of the peo^e as
well as original enquirers, than persons tmned in our Medical schoolii. The
valuable, & q^uaint, monographs in Ssmscrit on the diseases of animals and
other matters not iisuaity studied in EuTOpe, I have already referred to, and it is
deeply to be deplored that st^ps^a taken to secure that the tradition^ explan­
ation p i these and oth^^ treasures in Sanscrit shall not pe^sh in con­
sequence of the yarit of ehcoura^ment to their exponents. In Law, also, those
Prad^vivakas and Kazis who combine a tborough knowl^ge of their own lavv
w i^ the pnneiples of general jurispfu^nce and those of our Administration,
are indre Ukely to aid^^t^^ of justice and of scientific ygal lesearch and
process than the hundreds of jieaders whom we now turn out ^ 6 m out-
iMto litigation in tihis proving.: In fact, w^ seem
to hiave touch^ no profession that we have not d e e d e d , for eren the appoint-
nient of Public Prosecutors in districts, m was laid down in Sec­
tion 235 of A^t X of 1872 (CrinaiM Procte<|are have had the
 ( 82 )
effect in the Panjdb of raising the respectability of the native Bar and its
estimation by the people.
The fact that most of the higher Sanscrit studies are taught at the teachers*
otrn houses, has induced me to give to this Chapter the heading of “ Sanscrit
teaching in the Panjabj” instead of that of “ Sanscrit schools,” which are,
generally, of a more elementary character; and, although they sometimes add
arithmetic to th«r course, are principally intended to instruct the sons of
Brahmins, who form the majority of pupils, in the practice of ceremonial
observances and rituals, which may enable them to gain a livelihood as family
j)riests or incumbents of religious services at tetnples. The Pandits who teach
at their houses may roughly be classed as follows
1. Profound Sanscrit scholars—who teach One or mbre, if not all, of
“ the following subjects,— (Grammar, Logic, Law, Literature and
Philosophy).
2. Teachers of Hindu Theology (the Shastras, &c., &c.).
3. Teachers of Hindu Astronomy and Astrology.
4. Teachers of the ¥aidik system of Medicine (some of these are
not Pandits, and accept some equivalent for their tuition
which l^ d s to a remunerative profession—from their pupils,
in the form of personal service, if not fees). In the case
of the two fet-named classes of teachers, no fee, in cash or Ijdnd,
^ i^ food is sometimes given by the
tocher to tto pupil, who, in return, performs such personal seir^
the teacher/ It
noticed that Saddhus occasionally encroach on tlie teaching of
is considered to he a function proper
belonging to ISrahmin Pandits. Baid teachers often give in-
striaction in Medical books written in Hindi, such as ti’anslations
of Charaka and Sttsruta.
As for the mode of instruction, nothiiig, in ;my humble opinion, can si;ii^a«s
the excellence of the system pujsued in some # bj^t^f The
memory, the reverence for the teacher and for the he teaches, and the love
for study are cultivated; the intellect is simulated ^ adaptations of the
subject-matter read; Sanscrit is treated as a. living langiiagei—entering into all
the thoughts and association^ is encourage to comprise in it, if
not to hold djg^saons ifl it ivith feflow-pupils on by the
teacher. The explanation of the m m iing of the text in ^ its subtilties, and
by constant re-examination, has r ^ l y be#n ne^Iect^ in the Panjdb, and is
only now falling into disuse in those schools which merely prepare the pupif for
cerenionial offices. It is on the Khatiis and other weal thy classes that are patrons
of Brahmins that the promotion of learning among Pandits to a great measure
depejjds ; and if they are satisfied with infenor attainments in their family
pi’icsts, in consoquence partly of the effect on them of the general disregard of
Sanscrit learning by the authorities, the sons of the humbler Brahmins will not
strive to attain excellence in their traditional Literature. The most learned of
the present teachers also have not many pupils on whom their mantle can
fall; but the race of Sanscrit scholars has not yet died out in the Panjab, though
it is undoubtedly fast disappearing.
The discouragement of the inferior castes to learn Law and Beligion is
based on the conception of the moral inferiority of those who are not “ twice-
born.” To them the benefits of secular education however, ever been
offered as alone suited to their spiritual development. This is why the middle
and lower-middle classes of the Hindus have ever availed themselves of secular
education, as afforded by Muhammadan or Hindu rulers or their own Pandits,
and are strong partisans of the present Government system of secular educa­
tion. Their incentive to study has been the acquisition of wealth or official
power, and so slight is the hold of the HigdU moral eo'de oh the lower castes
that Manu declares ihsbt ^yj> 8udra has no sip, nor is he subject to any religious
ordinance; n(‘ither has he any right to Dharma, but he is not prohibit^ to
observe the BLarma” (or religious duties)-— Vvl. X , p. J2Q. What
 < ,83 )
Bharma is, is explained in!the TagnyaP-baUya, Vol. 3, p. 6S.— “ Truth, not to
steal, not to be angry, modesty, purity, reason, patience, controlling one’s
passions and organs of sense and action, and knmcledge: all these are called
J}harm*' It seems to me to be clear from this that a Sudra, for instance,
cannot be spiritually responsible for the neglect of religious, ■which include
moral, duties, and that he is to be kept in check by the fear of punishment,
if not to be stimulated to good actions by the hope of reward and praise
in this world. In consequence of this view, which is home out by history
and experience, it has erer been the aim of the intelligent members of
the lower castes to acquire toleration, if not social consideration, by defer­
ence to the higher castes, and, especially, by liberality to the priesthood.
Unable to lead in religious matters, they often become the most ardent fc^llowers
of religious discipline, whilst more independent minds embraced or originated
reforms, which had the religious equality of all castes, if not the abolition of
caste privileges, as one of their principal aims. This is also the reason why, un­
der Our rule, aspiring members of the inferior castes, as they become emanci­
pated from social and spiritual thraldom, start Somajes and other religious asso­
ciations, and in that sense it may be truly said that our system of secular edu­
cation has given a religious and moral impetus to the Hindus of a certain class,
which aspires to both inteljectual and religious ascendancy. Of course, other
motives also inspKe some o f the disciples, if not the leaders, of the new sects,
but the main motive is the One to which I have referred. Eeligious convic­
tions also not bein^ traditional, and reflection not being aided by thinking in
a foreign language, or adopting, as a revelation, the Vague or incorrect impres­
sion of foreign religious ideas, render these classes peculiarly amenable to every
wind of doctrine. Thus the pseudo-science of miscalled Theosophy, or the mis­
translations froin Sanscrit o f the Arya, will lead them captive. They will, how­
ever, always seek a basis in the past, as, indeed, reformers of all creeds must do
if they are to secure a popular following, and also because superior learning
may even raise the Sudras to the highest spiritual, if not social, position^ among
their own fellow-countrymen, which is a powerful incentive, even more so than
the hereditary cas^-aim,- say, of Khatris, for political power with the authori­
ties, once Muhammadan or Sikh and now English. It is curious, for instance, to
perceive how thoroughly ICuhammadan is the spirit of some of the best Hindu
writers in Persian, wMlst Kayasthas long resisted the introduction of Hindi, their
own vernacular, in supersession of Pegfsian, which, up to a very recent date, was
language which they cultivated. The arts of success in life and an intellec­
tual sharpness, though not profundity, being thus hereditary gifts in the middle or
lower-middle Hindu castes, will, no doubt, bring them into power with the Gov­
ernment of a commercial nation; whilst the Brahmins, who have a heirloom of
pure and profound intoUecti, appUed to the higher efforts of reasoning, deve­
loped by centuries of culture, will fall behind in the race for ascendancy, unless^
they accept modern forms of ancient thought, when their natural superiority
wiUre-assert itself. At the same time it must not be thought that debar­
ring a Sudra from the study of . Law and UeUgion in its pontifical sense
was only due to a wish of the Brahmins to keep their professional ttionopoty in
the true caste-spirit of India. It #as also due to a study of the peculiarities
of the nations, now castes, which W’ere addM to the general Hindu polity. If,
however, a Sudra, by force himself abo capabili­
ties, he had everything open to him ; though, if he raised himself merely by
intellect pr the practice o f religious formulas, without their spirit, even the
gods had reason to be afraid, of his improved power for mischief, as is gradually
becoming a fact at present. Manu (Vol. X, p. 127) says: “ But those Sudras who
desire to learn, who know and those , who follow the examples of
except using the Manfrm o f the Vedas^ are not to be blamed ; they
should, bn the contrary, be praised.” Indeed, so long as knowledge is made
an instrument for it is lawful to acquire it from the lowest caste or even
outcaste. “ Good knowledge may be acquired, with reverence,/rom a man o f
low birth. Higher religious laws ipay be learnt from an autyag (a man of a
very low caste, such as a Chamar), and a good woman may be espoused from a
low family.— (Manu, Vol. II, p.^ 238). Nor is the place of acquisition of what is
good restricted as little as its source. “ Women, jewel^, knowl^ge,, Dharm,
purity, good speaking, different kinds of artsf and sciences may be acquired//
 ( 81 )
everywhere^—(Manu, Tol, II, p. 240.) I f the Brahn^in, therefore, will swim
with the stream, instead of waiting on its banks* ’ consciousness of
superiority, till it flows by, ho will continue to be tlic “ Ava” ^ So "onei*ous,
however, to proved goodness and “ knowledge,” as explained, is tlie exclusive
Brahmin, that, in the wbrds of Manu (Vol. X, p. 05), he admits that Sadra
heeomes a Bt'ahmbi and a BnthHin bemmes a Suclrd their respective
merits and faults). Likewise, the ofFsprfng o ta Kshathiya^ a Vaysya.”
Knowledge of what is good, to be usecl for goodv is the k to the fortress of
Brahmin exclusiveness. “ Wealth, relatiousiiip, age, action and knowledge,
these are the objects of honour ; the last-named deserving greater honour than
the first-named.” Babu Navina Chandra Rai eommeuts on the above passages
as follows:—
“ Stidras, or men ol low caste, and women are, indeed, not allotted by the
Shastras to use the (prayer) of the Vedas, for these are specially in­
tended for the twice-born castes (i. e,, Bralunins, Khettryas and Vysyas), but
thore is no prohibition in the Shastras to their acquiring geneiui knowledge.
There are several anecdotes in the Vedas and Puvaus of certain women and
Sudras possessing the highest religious and philosophic knowl^ge, and bein^
more learned than the best of the Brahmins; for instance, the anecdote of Gargi*
in the Upanishad, and of a huntsman (called Vyadh) in the Mahabhtot, &c.
I send you herewith some passages from the Hindu Law. From passage
No. 1 you will observe that knowledge or learning is enumerated as one of the
(religious duties). Passage No. 2^ will show that a Sudra, although
he has no right to Bharma, i» not evett ^rohiMted to ohurve th^ J)harma, In­
deed, in passage Ko. S, he is pvaiaed if he o^erves the or acquires
knowledge,;, , . . ■- ^ V
Passage No. 4 shows that a miin o f low <;aste is not only entitled to learn,
but also to teach.
“ Passage No. 5 authorises a Hindu to acquire religious and scientific
k n o w l e d g e eioerywhere. Is not the Hindu I^w liberal ?
“ Passage No. 7 shows that knowledge deserves the highest honour.
“ What more convincing proof can one require ?”
The term “ twice-born,” like so many pther Eastern expressions which are
repu^ant to the European when, translated in all tlieir literalness, have dis-
gi^ised parallels in the more artificial.civilisation of the West. In Austria, as
elsewhere, human beings are geboren ” = born; but respectable men are
written to as “ wohl^boren ” ==» well-born; a Knight, as “ high-well bom ;’ * a
Count as “ high-born.” Indeed, as a German nobleman remark^—” The human
being begins with the Baron, ” or, as the Frenchman asked, who was introduced
to a titiveWer who had seen the whole world (tout le monde), “ quel monde ?”
with a *•well-bred ” sneer worthy of any member of “ the Bag.” In all coun­
tries men acquire knowledge in order to live, though there may be no necessity
for tlie. latter in a cynic’s opinion; but this minimum condition once satisfied,
there are great differences among nations, and classes of the same nation, as re­
gards the incentives and aims of study. Even Englishmen and Germans are
not quite on a par as regards acquiring knowledge for its own sake; whilst the
Ministers of religion of all countries may be assumed to cultivate learning for,
generally, less worldly aims than their I’espective laity. So it may be assumed
in India that, whereas Khatris, Kay^ts and Hindus generally value knowledge
in proportion to its “ loaves and fishes,” Bi'ahmins study for study’s sake; SilAs,
in order to maintain the special characteristics which have raised them physi­
cally and nationally over their fellow-Hihdus; and Muhaihniadans, in order to
cultivate their intellects and to gain a passport to P^radike by means of their
cherished learning tvMxih makes men equal. The question of Muhammadan,
as of Brahmin and Sikh, edudation, can, therefore^not be solved, unless, espp-
ciallv as regards the firstrnanaed, an horn’ is set apart in all Government
schoMs and colleges in. their own religion by teachers accredited
by their comii^onitv and the State, as Bliais are in the native army.
This the “ educated Hindus will resist, as it tviU put Muhammadans on a level
 I 85 )

witli themselves by removing the great Mussulman objection to availing them­

selves of our present system of education, whilst Brahmos, Aryas and the like
Avill incline to. “ moral/’ as distinguished from “ religious,’ teaching, in order to
attract the young geuei:3,tion to their own monotheistic fold, well knowing, per­
haps, that mere moral teaching will not overcome the prejudice of Muhammad­
ans against attending our schools.
After this lengthy apparent digression, which may have its use in show­
ing the main-springs of Hmdu educational movements, I cannot forbear, before
resuming the subject of Sanscrit schools, froin bearing my testimony to the
great desire and appreciation of education among all classes of the Hindu,
Muhammadan and Sikh communities, as also to the great talents which this
“ land of the sun ” has so prodigally bestowed among its children. Mute in­
glorious Miltons are to be met with in almost every town or village, in a k ^ t
every part of the “ East.” The early judgment of children often fills one with
dismay, for it is too good to last; and certain habits-of which that of early
marriage and the subsequent family cares which it entails is the least pernicious —
are the almost inevitable grave of the higher intellect, the mental persistence
and tlie moral keenness of natives, except, perhaps, of the Pandit, and, to some
extent, of the Maulvi. The want of publicity also for the efforts of indigenous
genius is also a cau&e of its decay. If I may be allowed to plagiarise from my­
self, “ do what we our reforms, including the Roman character, will be
considered by the masses as an insidious attempt to upstet their religion. Leai?n
to consult the natives, and you will strike a mine of intellect and a d^ire for
reform, of the existence of which the half-trained European do^s not dream when
he forces his crude notions on races that have long discussed and dismissed inno­
vations in every branch of human thought and activity, because they had not
the meclianical appliances for putting them into practice. Now, as 3,000 years
ago, the East is the home of mental discipline, culture and repose, where genius
is as universal as it is ignored, in consequence chiefly of the want of publicity
and of easy comm'anication. Without these advantages we should now be
behind the Orientals, whom we despise. The one intelligent European ^ o n g
a thousand of his dull brethren is able to pass off his views and inventions as
the embodimerit of the civilisation of his Continent. When the whole East will
have its cheap press and railways—provided always that it does not seek to
slavishly imitate the West in its reforms—it must resume the position it Once
held, owing to the native genius of its peoples.” , ^
In the Panjab, the Khatri must be re-associated with the Brahmin, if either
are to be saved from degeneracy, I cannot do better than conclude this chapter
with a list of books used in “ Sanscrit teaching,” as also with an account of
Sanscrit schools in Bengal, as described by Mr. Adam in 1835, which a p ­
plies, in many respects, to what still exists in the Panjab, a province which, in
most branches of indigenous education among Hindus and Muhammadans, in
addition to the instruction imparted to its “ very own” children, tl^Slklis, Has
always stood foremost, at any rate, in Upper India, as will, I hope, Ife proted
in another part of this Report.

L is t OF S a n s c r i t B ooks.

Balbodh. | Aksliar dipika.

I ,— G uam m ar.

Sarasw at. Manoratna.

Cjiandrika. Bhaf^^hya.
Lag^hu Kaumnili. Paniniya Vyakarn.
Kanmucli. Siddhant Kauiiuuii,
Shekhar. Prakrita Prakapu.

I I .— L kxtcology.

Amnr Kosh. M ediui Kosh.

Ilalayudk
 ( 80 )

III.— PoKTKY, THE D ram a and k e ^ g io u s J I is t o r t .

llagliu Vans. Mab^bbarat.
M ^ h Duta. Yenisainbara. /
Makh. Sakuntala.
Kill t A'rjuttiya. Naisbaaba Cl arita.
Rair ayan. Mx’ichbakatikj.
Sri j lad Bb%nrat other Puranas. Kumara Sambhava>
I V .—Rhetoeic.
Kavya Dipika. Kavya Prakasb.
Sabitya Darpan^. >, Dasa Rupa.
Kuvlayanuud.
-M athem atics , A oteonomy, and A stuom gy.
Siddbant Sbiromani. NiiKaiitbi.-
Maburta Cbintamaui. Bribat Jitak^
Sbiffbra Bodb. ,A Parasariya.
Garbb Lagana^
VI.— M e d ic a l SerEircB.
Sbam BaJ. Nigbant.
Susruta. SbaroDg dbar.
Cbaraka. Bbashya Paricbched.
Madbava Nidan. Vagbbat.
VII.— L o g ic .
Nyaya Sutra Vritti. Qadadbarii:
Vyutpattiv^. Tarkaljmkar.
Tark Saugrab. Kari kavali!.
V IIL -T bdant,
Atma Bodb. Sarirak.
Pancb Dasbi.
IX .— L aw .
Maun Smriti. Pariasara Smriti.
Y ^ ya Valk., Gautama.
Mitaksbara.
X .— P h u j o s o p b y .
San&iya Tatwa Kaumudi. Sutra Britt j iSiitra witb Bbasbya,
Sankbya Pi'avacban Bbaabya. also above).
Yoga Sutra;: y ' Sutra with Bbasbya. Artba
Siddbant Muktavali Sutra witb Sangral^a.
a commentary.
X I. — P rosody.
Srut Bodb. [ Vritta Ratnakar.
X I I .^ p R O S E L it b e a tt je b .

Hitopadesa. Vfeavadatta.
Dasa Kumara Gbarita.
X I I I .< ^ R eligion .
Bigveda Sanbita (rare). Samaveda, Mantra Bb%a, Ghhandasya
Yajurveda, Sbukla Yajur Vajas^ieyi San Arcbika (very rare).
hita.

The suggestive extracts from Mr. Adam's Iteports,* to be followed by an

account of a JPanjdbi Sanscrit-Model:«bfiool, as also by a curriculum vita oi a,

* Adam's Reports on Yernacular Edueatiort: in "Bengal and Behar, suhmitied- .to Oevtrnment »» i835,^36
and 1838, mth a brief view of its past and present conditwn;^by Mev, J, Lmg^ (Mome
^eretariat Press, Calcutta, 1868.)
Eiiraet from IntrodMction” by the Rev. J. Long, iit paragraph.
“ Adam’s Beports qo, Temacular Education in Bengal baye long, bpen beld in high e8teem«|6r valuable
statistius and researches bn a subject of great social and political importance:--the intellectual cottditidn of the
masses of Bengal. The iare^igations were conducted with great diligence, and^-extended prer/a space p£ three
years, at an expense to Government of more than a lakb of iTipeies, in some points, as was be expeci^ from
the diffi.-ulty of the 0nquiry, there are inaccuracies, but, on the wbole> they afford a iaass 6>i'information of great
talue.”
 ( 87 }
J^arijabi Pandit, may give some tntoi’est to an account of “ Sanscrit teacliing,”
wlilelJi writing against time, I liave been unable to shorten.

The following Mr. Adam’s report on Sanscrit learning iu

Bengal in 1835, appljrt^^ftfll^^drraMe extent to the Panjab
“ The unendowed l.indi^ schools f{ learning in the _Kat:tore thaiia are
taught by 39 Pandits, of wtwrn 37 are Brahmins,'I5t ^ 3 are of the Yai^ya o**
medical caste.
“ The two medical piofessors are brothers and jointly conduct a m ^ c a l
school at Vaidya Belgharlya. There is no instance of two or more Brahmin
Pandits in a similar way co-operating with each other, and uniting their talents
and acquirements for their mutual advantage, Eriery one stands or falls by
himself. In this district^ and even in a single thana^ there are materials fo r a
Hindu JJnicersity in. lokiik all the branches o f Sanscrit learning might be taught;
but instead of such a cofjibination each Pandit teaches separately the branch or
bmnches of learning wluch he has studied most, or for which there is tlie
greatest demand, and th^ students make their selections and remove from one
to another at their pl€fAsure. * * *
The Pandits are of all ages, fwm 25 to 82, &ome j i t entering upon
life, proud of their learning and panting for distinction; others of nnddle
age, either enjoying a weli-eamed(7i^putation and a moderate competence
or disappointed in their expectations and anxious respetjting the future; and
some more advanced in years, possessing the heart-felt veneration of their
countrymen, while othera appear to be neglected and sinking to the grave
under the pressure of poverty. All were willing to l^ e v e and desirous to be
assured that (^vemment to do something, the fruit of the present
inquiry, for the promotion of learning, a duty which is in their minds constantly
associtiied ^ th the obligations attaching to the rulers o f the country. The
humblenete and simplicity of their characters, their dwellings, and their apparel
forcibly «>ontrast with the extent of their acquirements and the refinement of
their feelings. I saw men not only unpretending, but plain and simpje in theii*
manners, and although seldom, if ever, offensively coarse, yet reminding me of
the vory humblest classes of English and Scottish peasantry, living constantly
half naked, and realising in this respect the descriptions of savage life; inha-
biti<»g huts wliich, if we connect moral consequences with physical causes,
might be supposed to have the effect of stunting the gfowth of their minds, or
in which only the most cpntracted minds m ight be supposed to have room te
dwell, and yet several of these men are adepts in the subtleties o f the profoundest
grammar of what is probably the most phUosopliical language in existence; not
only practically skilled in the niceties of its usage, but also in the principles of
structure, familiar With all the varieties and appncations of thdr nMional
fews and literaturCj and indulging in the abs^sest and most interesting dis­
quisitions ihlogi<^ and ethic^ philosophy. They are in general shrewd, dis­
criminating, itnd mild in their demeanor. The modesty of their character does
liot consist inabjectriess to a supposed or official superior; but is equally shown
to each other. I have observed some of the worthiest spcSa-k with unaffected
humility of their own pretensions toletoin g, with admiKition of the learning of
a stranger and countryman who was present, with hi^h respect of the learning
o f a townsman who happened to be aWnt, and with just praise of the leaning
of another townsman after he had retired, although in his p^e8e^ce♦ they were
silent respecting his attainments. >
The students are divided into two classes; one of which consists of those
who are natives of the villages in which the sch^ls are situated, and the other
of the natives of other villages, the former called nfStUves and tl^ latter
corresponding respectively with the externes mdi of the Royal
Colleges of France. The students of a school or. college who are natives of the
village in which it is situated are the attending it daily for the pur­
pose of receiving instruction, and daily returning home to their parents, rela­
tives, or friends with whom they board and lodge, while the students who are
natives of dther villages than that in which the school is situated, are the
 ( 88 )

internes, residing in the house of the teacher and receiving from him not only
instmction, but also lodging and food. * * * The reasons that induce so many
to leave tiie parental roof because there is no school of learning, or none of
sufficijent repute in their native villages; hut in the great majority of instances
they prefer to pursue the studies at some distance from home that they may
b© free from the daily distractions of domestic life, and from the requisitions
often made by their fathers that they should perform some of the ceremonial
observances of Hinduism in their stead in the family of some disciple at a dis­
tance; the large majority of students, although not wealthy, are above want,
being the children of Brahmin-pandits, initiating or officiating priests, whosi;
professiional emoluments are comparatively considerable. In a majority of cases
the apartments used as a school-house and as a pla^e of accommodation for the
students, are separate from the dwelling'hpuse of the teacher, but biiilt at his
expense and often ahio applied to the purpose 6f hospitaHty to strangers. Some­
times the building is one that has descended from a deceas^ father or brother
to its present possessor. The foreign students or those who have no house in
the v i l l a g e , ^ n d fed and pursue their studio at night either in the
building ereeted for a school-room in separate lodging apartments attached to
it, oir in the dwelling-house of the teacher, the last-iiientioned course being
adopted only when there is no other resource. * * * The period occupied by an
entire course of scholastic studies is, in several instances, not less than twenty-
two years, so that a student must often have passed his thirtieth year before lie
leaves college. This is a great deduction from the most valuable years of a
man’s life, but the period actually employed in collegiate study is lessened by
the lehgth of the vacations which the students receive or take. * • • The cus­
tom of inviting learned men on the occasion of funeral obsequies, marriages,
festirals, &c., and at such times of bestowing gifts oil them proportioned in
value and amount to the estimation in which they lu^ held as teachers, is gene­
ral toongst those Hindus who are of sufficiently pure ^ s t e to be considered
worthy of the association of Brahmins. The presents bestowed consist of two
parts—firsil/, articles of consumption, principally various sorts of food; and
second, gifts of money. In the distribution of ihe latte?, at the conclusion of
. the celetation, a distinction is made between philologers or teachers
of general literature; Smartm, teac^K^ of law; and Naiyaiyhas^ teachers of
logic, of whom the first class ranks lowest, the Becond next, and the^ third
highest. The value of the gifts bestowed rises not merely- with the acquire­
ments of the individual in his o i^ department of learnll^j htit with the
dignity of the department to which he hm devoted his chief labours, and
in which he is most distinguished. It does hot, howeyerj fpUow that the pro­
fessors of the most highly-honoured branch of lea^ii^g a ^ always, on the whole,
t]ie most highly rewarded; for in ll&jshdhl ^"hich, by the admission of
all, ranks Mgne^^ from whatever cause, ektensifely cultivated and has
few professors, and these receive a small number of invitations and consequent­
ly Of gifts in proportion to the limited DLumber of their pupils and the practical
disuse of the study. Their total receipts, therefore, are not superior, and even
not equal to the emolunients enjoyed by learned men of an inferior grade, who
have, moreover, a Sources of profit in the performance of ceremonial recitations
on public occasions which the pride or self-respect edf the logicians vrill not
permit them to undertake/ Whatever the amount, it is from the income thus
obtained that the teachers pf the different classes and grades a-re enabled to
build school-houses and to provide food and lodging for their scholars, but
several have assured me that to meet these expenses they have often incurred
debt from which they are relieved only by the p^sipnal and imexpected
liberality of individual benefadtors. When a teacher of learning receives such
an invitation as abbve described, he generally takes one or two of his pupils
with him, giving each pupil his turn of such an advantage in due course; and
wheu the master of the feast bestows a gift of nioncy on the teacher, it is al­
ways accompanied by a present to the pupU less in amount but proportioned
to the respectability of the teacher’s character ard the extent of his attain­
ments. The teacher sometimes takes a favourite pupil more frequently than
others, the object being to give a practical proof of the success of his instruc­
tions as well a§ to accustom the pupil to the intercourse of learned and
respectable ^ciety. ■ As the student is furnished with instruction, food and
 ( 89 )
lodging without cost, the only remaining sources of expense to him are his
books, clothes, and minor personal expenses, all of which, exclusive of hooks,
are cstinuitcd to cost him in no case more, and often less, than seven rupees per
annum. His books he either inherits from some aged relative or at his own
expense, and with his own hands he copies those works that are used in the
college as text-books. In the latter case the expense of copying includes the
expense of paper, pens, ink, ochre and oil. The ochre is mixed with the gum
of the tamarind seed extracted by boiling, aiid the compound is rubbed over
the paper wliich is thus made impervious to insects, and capable of bearing
writing on both sides, Tlie oil is for light, as mos*^ of the labovr of copying is
performed by nimlit after the studies of the day .tve been brought to a close.
An economical student is sometimes able, with the presents he receives when
he accompanies liis teacher to assemblies, both to defray these expenses and to
relieve the straitened cii’cumstances of his family at a distance. I have learned
on good authority tliat ten and even twenty rupees per annum have been saved
and remitted by a student to his family; but the majority of students require
assistance from their families, although I am assured that what they rcceive
probably never in any case exceeds four rupees per annum.
I have already mentioned that in this district, as in Bengal generally, there
are three principal classes into which tbc teachei-s and schools of Hindu learn­
ing are divided, and which, therefore, may, witli advantage, be separately consi­
dered. The acquirements of a teacher of logic in general pre-suppose those of
a teacher of law, and the acquirements of the latter in general pre-suppose those
of a teacher of general literature who, for the most part, has made very limited
attainments beyond those of his immediate class! As these are popular and
arbitrary designations, tliey are not always strictly applied.
Schools o f general literainre.—The age at which students enter on
their studies varies from 7 to 14, and that at which they leave college
varies from 20 to 32, the whole period of scholastic study thus varying
from 11 to 22 years. All the students of a school of general literature
receive throughout the year various sums, which a^rage, the lowest four
annas and the highest four rupees per month. The youths who commence
t-he study of Sanscrit are expected to have acquired at home or in school merely
a knowledge of writing and reading and a very slight acquaintance witli the
|lrst rules of arithmetic, addition and subtraction, without a knowledge of
^heir applications. Hence learned Hindus having entered with these superficial
acquirements at an early age on the study of Sanscrit, and having devoted
themselves a%ost exclu^vely to its literature, are ignorant of almost every­
thing else. The studies embraced in a full course of instruction in general
literature are grammar, lexicology, poetry and the drama, and rhetoric, the
chief subject of the whole being the knowledge of language as an instrument
for the communication of ideas. On entering a school of learning, a student is
at once put to the study of Sanscrit grammar. Grrammar is a favourite study in
this district, and the most extensive and profound treatises on it in the Sanscrit
language are those in most general use. In the 13 schools of this class
there are four different grammars used. Panm being taught in 6, the Kalapa
Mugdhcihodka m i\\& 'B-atnainala in 2. In teaching Pcmini
^he first work employed in tlie Bhasha Vritti, a commentary by Purusottama
Peva on Panini’s rtjles, omitting those winch are peculiar to the dialect of
the Vedas. This is. followed by the study of the Nyasat an exposition of
the Kmioa Vritti^ which is a perpetual commentary On Panini’s rUles, The
Kamoa Vritti does not itself in any case appear to be used as a text-book, but
references are occasionally made to it. The Kalapa grammar is taught first in
the Daurga Sinbi* an exposition by D urga Singa of the Ks|.tantra Vritti^ the
latter being a brief and obscure commentary on the original aphorisms. This
is followed by the Katantra Parisista^ a supplement to the Ejalapa h j Sripat-
datM; by the Katantra .^anj^ayU commentary on the Daurgi Sinlii by Trilo-
chmdam i by; the commentary of Bftshena Kaviraja on the same; and by
Parisista Prabodha, a commentary by Gobinatha on the supplement above
piention^. The original aphorisms of the and gra-mmars are
]&eliered to p o s s ^ divine authority, which is hot attiibutesd to any of the other
works employed in this course of instructioni The Mugdhabodha of Vopadeva
 ( 90 )
is studied -^thout any commentary in the two schools where it is used; and the
jR,atnamdla,f, compilation by Purusottama from the and Kalapa gram­
mars, is studied with the cominentajies called Jiveshtcari and Prahkava
P^aJcd^d. A list of verbal roots with their meaning is also committed to
memory in this part of the course.
I^xicolo^ is the most appropiiate name that has occurred to me for
describing!!that branch of study by which, simultaneously with the study of
grammar, a knowledge of the meanings of single words and of their synonyms
is acquired. The only work employed for this purpose is the Amam Kosha hy
Amara Sinha, with the commentary of Eaghunatha Chakravartti. Th e names
of objects, acts, qualities, &c., are classified and their synonyms given, which
the •students begm. to commit to memoi?y without the m in in g ; and they after­
wards read the works and its commentary with the teacher who explains them.
This give& the student a large command of words for future use either in read­
ing or composition, and it is aftqr some acquaintance with the grammar and the
dictionary that the teacher usually encourages and assists the student to com­
pose, verbally or in writing, shorts ^ntences in Sanskrit. The work in verse in­
variably read first is BhaUi Kavya on the life and actions of Ram, so com­
posed as to form a continued illustration of grammatical rules. This is followed
without any fixed order by any of the following works or by others of the same
clk^, vi;5., also on the history of Rdm. Magha Kavya^ on the
war between Sisupala and KrisWa; on the loves of Nala
and Bamayahti; J 5 w a r between Yudisthira and Durgo«
dhaiia, &c.i &c., &;c. The poetry of the drama may be said to be almost wholly
neglected here i in: one college only 1 found that the Mahanataka is read.
In rhetoric the fiist work read is,the Cha/ndomanjri in prosody, and the
only work by which this is followed here I found to be the Kavya FraJcassa
oil the l^les of poetical composition. All t t e e branches of general literature
ar6 not taught by every teacher. Some teacn only grammar, others grammar
Md fe ic o lo ^ , others add poetry with or without the drama, and others em-
br^e ifhetonc. But tl^e whole of these are required to constitute a complete
course of philology an^ general literature. The teacher of grammar pnly, the
mfere grammarian, ranks in the lowest scale of learned men rand iur proportion
toi the number of the other branches of general literature which he adds to his
acquirements, he raises his reputation $:nd emoluments a« a Sabdikar, philolo-

Mindti Z a t o . age at which students enter on their studies varies from

9 ^ 1 ^ , and that at which they; leave college varies from 18 to ’ 32,
tlif whole period of scholastic study; varying from 8 to 23 years. Omitting
one school in which the age of beginning and completing studies could not be
s^tisfaptorily ascertained, the average period of scholastic study in the remain­
ing 18 institutions is between 16 and 17 years. The professors of law receive
throughput the year various sums as presents which, according to their own
statement^, average the lowest Bs. 3 and the highest Rs. 35 per month.
The teachers of law are in all cases conversant with the grammar and lexi­
cology of the Sanskrit language and can give instruction in them; some are
also acquainted more or less familiarly with the poetical and dramatic writings:
and a smaller number with the works^ on rhetoric. Every teacher of law
receives students at the earliest age and instructs them according to the extent
of his Own acquirements in general literature, and when he has reached that
limit, he carries them on to the study of law. His students sometimes object
to this arrangement and leave him in order to complete with another teachei
a course of study in generaMiterature. The majority of law-students, however,
begin and end their studies in general literature to whatever extent they may
desire to proceed with a professor of thalt branch of learning, and afterwards
resort to a teacher of law for instruction in his peculiar department. On those
occasions on which the study of the law is especially directed to be suspended,
as on the fii^t, eight, and thirtieth of the waxing and waning of the moon,
when it thunders, &c., &c., the students most commonly revert to their studies in
general literature, which at such times are not prohibited. The completion of
Ilmj/iunandana on every branch of Hindu law, comprised in 28' books, is almost
 ( 91 )

exclusively studied in this district. It coDsists, jujcordirig to Mr. Colebrdbk^, of

texts collected from the institutes attributed to ancient legislators, i^th ^ ^loss
oxpknatory of the sense, and reconciling iseeming contradictions. Of th^ 28
books those are almost exclusively read which prescribe and explain the ritual
of Hinduism. The first book invariably r6ad is that on lunar days; and this is
followed by the others without any fixed order of succession, such as those on
marriage, on penance, on purification, on obsequies, on the intercalary month of-
the Hindu calendar, &c.; but the number of books read is seldom more than
10 and never exceeds 12, and is ^metimes not more than 4, 3, and ev6n 2.
Raghunandana’s treatises on inheritance, and Jimutavahan's on the same sub­
ject, are also taught by one or two Pandits.
Schools o f Logic.—The age of commencing study is 10 or 12 and that of
leaving college 24 or 32, the course of study taking up from 12 to 22 years,
which must be 'understood, as in the pi^eding case of law schools, to include
the preliminary study in grammar, &c. The course of instruction in logic
embraces the reading and explanation of the following works, viz., Bhasha
Parichheda, an introduction to the system of logic, with definitions of terms,
qualities, and objects; Vyapti Panchaka, on the necessary or inherent qualities
of objects; S'mha Vyaghra, a supplement to the preceding; Vyaddhikarand-
dharmabachinabhava^ on the same object; Idddhanta Lakshana, the same;
Abachhedoktanirukti, the same; Visesa Vyapti^ the same; Paksata^ on inferen­
tial propositions ; Samanya Laksana, on the definition of classes or genera;
Samanya Nirukti, the same; Avayava^ on syllogism; Setwabhaah, on fallacies;
Ku8umanjal% on the proofs of the divine existence, the attributes of the diTi^ie
nature, and the means of absorption into i t ; and Vyutpattivada, a treatise
the derivation and meaning of the radical portions and of the suffixes and
affixes of words. In one of the schools of logic, the second above mentioned,
only a few of these works are superficially and partially read. The Vedantic
school.—To teach the following branches of learning, viz.^ general literature,
law, the puranas, and the vedanta. .
The Pauranicschool.—ThQ pandit gives instruction in general literature, in
law, and in astrology; but as he also teaches the puranas, chiefly the Mahabharata,
and derives a great part of his emoluments from the public recitation of them in
wealthy families, the name given to his school is derived from that branch of
his acquirements. In astrology, he teaches the Joyatisa Tatwa by Raghunandana,
a summary of astrological knowledge; the Jatak Chandrika^ on the calculation
of nativities; and the Satkritya Muktavali^ the Dipika^ and Samaya Pradipa,
on lucky and unlucky days. » ♦ * The Tantric School.—The pandit teaches
sfl,perficially grammar and the Vedant, but his distinctive name is derived from
his professional instruction in the Tantra. The works classed under this name
may he generally described to be employed in explaining the formulaD peculiar
to the votaries of Siva and the female deities, by which they seek to attain
supernatural power and accomplish objects either good or bad for themselves
or otheirs. The work taught by this pandit is the Tantra Sar, a compilation
on those sul^ects. The Medical School.^li]ie period of commencing the study
of medical works is from twenty-two to twenty-five years of age, and that of
discontinuing the study from twenty-five to thirty years of age, the whole period
of study varying from 5 to 8 years. It is expected and required that medical
students shall have previously acquired a knowledge of Sanscrit graiptmar and
general literature, in some of the schools of learning taught by Brahma^-paiif
dits, after which they commence a course of medical reading in this institution.
The period of study is shortened ojr prolonged according to the ability of the stu­
dents for a shorter or a longer period to dispense with the emolum^ts f pri­
vate practice. The school is taught by two aged brothers, Vaidyas in caste,
most respectable men, and in high repute as medical practitionera. Neither
Vaidya teachers nor Vaidya pupils I’eceive invitations or presents, ias Brahmaai-
pandits and their pupils do, and the former are conseqtiently dependent solely
on their own means for the maintenance of their establishment. Vaidya
teachers, however, like Brahman-pandits lodge and feed those pupils have
no home in the village in which the school is situated, and they also give their
instructipn to all gratuitously. The work first read, i^ tlj^ a .stan^
m^Lksai work, after which the stud;ents of this s^chooL ^’ead, ^
 , ( 92 )
Chakrapani; Satnaim laihy Bam Krisnaj Dravya by NarayauaDilsa;
a commcfttary by the same author on his otm work Madtuimaii / commentaries
of Vijaya Raksita and Sid4hant Chitttam^ on the ; a commentary
on Ohakitidatta by Yasodhara; and Faiyapat^<iy a work described as variously
treating of the causes of disease, diagnosis, the p^ctlce of medicine, and
materia medioa. In a general view of the state of ttindu learning in this dis­
trict, grammar appears to %e the only department of study in which a consi*
derable numberof persons have a distinguished proficiency; * • • The medical
professors who ar6 venerable men and highly respected by all around them for
their learniftg within their own peculiar range as v?ell as for iheirgeneml charac­
ter might also be added. There are othei’s who occupy a middle rank, but
the majority of the pandits are superficial men, and 1 have reason to ihihk
would be so judged by competent persons amon^t their own countrymen,
that is, superfieial compared with the highest existing standards of native leam^
,lngyAlthough all in geneml know well what they pi*ofess to know.
J n some distyiets the poetry of the drauxa appears to be almost wholly
neglected. I fomuad only one instance in which the Ma^mnaiaka and tliai
alone is read ; whei’eas in some other diitriets dramatical literature is more
generally and more fully studied, the Matmnakata /hein^ usually succeeded
by Sak^nialat Sarvmma, Hmifarmva^ Miirarl^ &c. In
liietoric, t h e a n d the lori^er on prosody and the
latter (m the rules of poetical compositipti and both in general us^. * ♦ * In law
Wmn and the * * * I have already mentioned the comparatively
F@^ed tone of feeling and character which the cultivation of llindu learni^
appears to give to its possessors; and the effect in the same measure extends to their
families, fot the ohildijen o| Brahx^n-pandits are in general bright-looking
and intelligGiit, modest ai^ The^i^siem of learned i|isttiiction also has
a principle of diffusiven#;^ in the g^tuitouMaess with which the instruction is
!>estowed. * * *
The following are the different studies pursued in Sanscrit schools and the
cwmge age, at each period, of the students belonging to each branch of learn­
in g :—
Grammar . . . . . . • 11-9
• H '9 15-2 .18-8
Lexieolog^y . . . . . . • • is­ 19-a 20'2
Literature............................................ le* 25- 26‘&
Law . 28*7 83-2
L o g i c ..................................................... «i- • 34-6
Mythology..................................................... ........ 89-1
8 ? 'l 311 S3-6
Grammar, lexicology, and literature, which includes poetical and dramatic
productions, although begun in succession, are generally stiidied simultaneously,
and the same remark is, in some measure, applicable to law and logic. Taking,
however, each branch of learning separately, it would appear that the study of
grammar occupies about seven year?, lexicology about two, literature about
ten, law about ten, logic about thirteen, and mythology about foUr.
fci describing the works employed as text-books in each branch of learning
all that can be attempted in this place is to give the names of the principal
books. In grammar ihQ Miigdhahodha with the Uamtarkavagisi commentary
and the Kalapa with the commentary of Trilochana Dasa are chiefly used. In
lexicology WmqAmarakosha is the only work employed. In general literature
the Sitopadeaa sindi Bhatti are read. In law, the following tatwas or
treatises of Raghunandana, ©/-?., Tithi, Prayaschitta, TJdbahn, Suddhi, Sraddha,
Ahnikay Ekaimiy Malamamy SamayastMM and are first studied; and
these are followed by tlie D<rya5/?a^« and PrayasoMtta biteka.
In logic, the works in use are the Mathmi commentary of VyapH JPan-
ehaha; the Tagadisi commentary of FurvaPaksha, Satoyahhichara&ndiMevalan’
tcaya; and the Galadhari commentary of Amyava and ^atpratip^hKay^y^i
course, including their respective text: the Sabdasaktiprakirnkq by Gadadher
is also read. In mythology the Bhacfavata Buy^am and the Bhag^vad GUa,
a book of the Hahabaraita, are read. * • *
A'most Voluminous native author is Kaghunandana Goswami, dwelling at
Maro in tbe Patna thana, who is the author of 37 works. {Similar iiistaSces
 ( 93 )

of prolific authorship are not unknown in the Punjab amoiig PandUSt Matilyis
and Bhais.) ^
Mr. Adam then offers the following general remarks on the state of San­
scrit instruction in Bengal, which, mutatia mutandis^ largely apply to the
Punjab
“ There is not, as far as t have been able to .observe and judge,
any mutual connection or dependence between Vernacular and Sanserit Schopla.
The former are not considered preparatory to the other, nor do the latter pro­
fess to complete the course of study which has been begun elsewhere. They
are two separate classes of institutions, each existing for distinct classes of
society,—the one for the trading and agricultural, and the other for the religious
and learned classes. They are so unconnected that the instruction in Bengali
and Hindi reading and writing, which is necessary at the commencement of a
course of Sanscrit study, is seldom acquired in the Vernacular schools> but
generally under the domestic roof, and unless under peculiar circumstances,
it is not extended to accounts, which are deemed the ultimate object of Ver­
nacular school instruction. It has been already shewn that an unusually small
number of Vernacular Schools is found in certain ^arts of the Beerbhoom dis­
trict, which have no institutions of learning ; and it now appears that in the
Burdwan district, where Vernacular schools comparatively abound, there also
schools of learning are most numerous. On the other hand, in that division of
theTirhoot district which contains the greatest number of schools of Hindu
learning there are ro Vernacular sdhools at all; and in the whole district the
Vernacular schools are fewer, while the proportion of schools of learning is
greater than in any other district. It seems to follow that the prosperity or
depr^sion of learning in any locality does not imply the prosperous or depressed
condition of Vemac\3ar inalrttction, and that the two systems of instructioii
are wholly unconnected with, and independent of, each other.
**Second.—Sanscrit learning is, to a certain ecufent, open all cj^ ea
o f native society whoin inclination, leisure, and the possession of adequate
means may attract to its study, and beyond that limit it is confined to Bi*ah-
mans« The inferior castes may study grammar and lexicology, poetical ^and
dramatic literature, rhetoric, astrology and medicine j but law, the writings
of the sik schools of philosophy, and the sa^ed mythological poems, are the
peculiar inheritance of the Brahman caste, ^his is the distinction recognized
in the legal and religious economy q{ flinduism, but practically Bi*ahmans
monopolize not only ^ part, but nearly the whole, of Sanscrit learning.
** Third.-^The teachers and students o f Sanscrit schools constitute the culti­
vated intellect o f the Mindii people^ and they command that respect and exert
that influence which cultivated intellect always enjoys, and which in the pre­
sent instance they peculiarly enjoy from the ignorance that surrounds them,
the geaeral purity of their persond character, the hereditary sacredness of the
c l a s s to whidh most of them belong, the sacredness of the learning <^at distih-
guishes them, and the sacredness of the functions they discharge as spiritual
^ i d ^ and family priests. The only drawback on the influenee they possess
& gemral, not unimrsali poverty o f their condition, inereaaed by ihe fre^
teawmptim o f f<yrmer mdmments. 'they are, notwithstanding this^ a
highly yencbrated and influential portion of native society; and although as a
b(3y their interests may be opposed to the spread of knowledge, yet their im­
poverished circumstances would make them ready instruments to cany into
effect any plan that shoidd not assail their religious faith t)r require from them
a saprifiee of principle and character.
The most favourable would probably not be a high estimate of the
practical utility of the different branches of Sanscrit learning cultivated in these
schools, hut neither is that learning to be wholly despised. So long as the lan­
guage shall exist, the literature it contains will constitute one of the most pre­
cious remttkis of antiqidty connecting itself by links clearlj^ perceptible, but not
yet fully traced, with the bistoty of almost every people of Western 6f
Europe; and so long as the Hindus shall exist as a distinct l>wple, they will'
derive some of their most i^piring associations and inipulsea from the great
literary monuments which belong to theii' race, and which the progress of time
' «7'
 ( 91 )

■will render more venerable, even when from the process of iinftovemcJlt they
may cense to be regarded as sacred. VieAved with reference to the present c6ii-
stitT^^iion and wants of native society, Sanscrit literature naay be considered
either as sacrpd, profane, or a raixod character. The Tantia scriptures, prescrib­
ing the ritual observances of Hinduism, are exclusively religious. Law includes
not only |^he prescriptions of religion, but the rules of inheritancie, contract, &c.,
which are recognized by the British Government and ate e^ss<^tikl to the work­
ing o| civil society. The six Barshanas, df which I have fourid ‘ f6ur tati^ht in
tlic^hools, viz., the Nyaya, Vedanta, Mimansd, and.BaMhya, e6ntain expbsitioiis
not only of theological doctrine and ritual observanofei, but systenls of philb^bpKy
on logic. On spirit and matter, and on moral and Ic'garbbligation. The inytho-
lo^icM l)0eins, the Mohabharath and the Bhagavat which are genei’ally
read, contain a system of metaphysical philosoj^hyi disquisitions on
morality, and probably remnants ortrue history, mixed up with the fables 6f
hetbes and of gods. Astrology woulcVbe j^oi^ cort^btly derioito
it is the science of computation iil the widest sense, and i^nibrae^
only divination and the casting, of nativities l)y ijbte sitttiatibn and aspect o f the
s tm , but ?ilsQ mathematical and astrbnpMcal science The native niedi^V
writings may be worthy of much, but not bf all, the contem pt itith' WhifeK
najiilve medieal piofession is regarded by Biiropeans at fhe present day, ®or to a
calm obseirver the very supreniacy o f their authority; which is si^ s^bsolute a tfi
iijidisputed 'as to have repressed all independent inquirV, dbservatioh, attd^^xperi^
ment, would seem to im ply no inconsiderable degree o f merit & the worlds t&
whiicli such an infltience has been so long conceaed. 351nafly, the works bni
grammai, general literature, and rhetorical composition, will be Valued as long
as tlie phjldsopliy p f language shall be studied, or the Sknsicjrit langhage itself
instrument for the expression of thbufeht and sentiment. These,
and the collateral branches of learning constitute the nati6nal literatnrft of tlife
Hindus, a literature wliicli needs n ot tb be created, but w hich'niay'be imjirovefl
b y tiie tmnsfusion into it bf those discoveries in art, on scieneei-;^
phyi that distijnguish Europe, and that w ill h ^ p to; awaken ^^,^£^tiv;e
irom the sleep o f centuries.? ? ' , • ^
' The natii^^ o f the present dap, althoiir/h W '^ a^eep, u Hot
de^:. It has a dreamy sort of exiistence in separatipg^, cbtabinit>^, and
ing'in varibUs lorms, the fables and speculations of paiSt iiges. The ambUiii?*^
authorship sho^n to exist in the different districts is a measftrfe bf the inteHed-
tiial iictiviiy wMich, however liow a^directed, might be erii| lo^ ^ for!
pur^ses. The same men who have wast^ed, and aj*e still wasfeiig iheir lea'infng
and their poWerS in weaving complicated allitera,tioi]^. a?econi|H|unding absurd
iknd vicious jSctions, and revolving on perpetual met^p%8ieal abstrac-
J;iott6,i never ending still beginning, have professed to Jde thdC ;readiness to en­
gage in any sort bf literary composition that would obtain ithe [patronage of
Government. It is true that they do not p o ss^ tbie knowjedge lirhi^li we
desire should be communicated to their countrymen ; but where the desire#
best^iv information exists on our part, and tJib desire to receive it on their^, all
intt^spm^iate obstacles will speedily disappear. Instead of re^wn#ag theni as
indocile, intractable, or bigoted in ma-tiers not connected with religion, I have
often been surprised at the facility with which minds under the influence of
habits of thought so different from my own have received mid appreciated the
ideas, which I have suggested. Nor is it authors only u>ho migM be emplt^fd
in promoting'the cause o f public im truction; it is probable that the whole body
o f the learned, both teachers and studentsy might be made to lend their willing
aid towards the same object. ”

The following is a s k e t c h op a m odel in d ig e n o u s Sa n s c r i t sch ool by

Pandit Bhagwan "Das:—
ScHEMR OP Study.
Lower School.
N o t e .— T h e course in each class sh ou ld exten d o v e r on e year.

Class I— (F or beginners).
Alphabet .. Varnmak (the rosary of letters).
Prose . .. Sanscrit Path dpkSrka (useful lessons, fables, &c.)
 { 93 )

Poetvy Riijn Patb, Parts I and II (easy lessons, abstracts froifii

Pm*ans, Hitopadesa and other moral works).
Grammar S»r Kaumudi (essence of Grammar).
C lass II—
Prose . Hiitopadesa, Parts I and II.
Grammar Laiffhu Kaumudi, Part 1 (the smaller Kaumudi Grammar).
Poetry . Raighuvans (I— V ll) cantos (the poetical history of the family
(of lliighu, by Kalidasa).
Prosody Srmt Bodh (knowledjje of verse).
Dicaouary Aimarkosh (\ oeabuiary of synonyms).
C lass III—
Pi-ose . Hiitopadesa, the whole.
P(jetry . Hmmar Sumbhav (I—V I cantOs) (birth of Kartickeva).
Logic . Kau ikavali or Tark-Sangraha.
Grammar La<ghukaumudi, the whole.
Dictionary Amiarkosh, Part lii
Class IV—
Rlietoric Kaivya Dipika and Sahitya Darpan.
Drama . Vemi.sanhara.
Dictionary Amiarkosh, the whole.

Middle School.
Cla^s V—
Grammar Sidcdhant Kaumudi 1st half.
Poetry . Ma^h, 10 cantos.
Drama . Sakiuntala, the whole.
Prosody Vritfcta llatnakar, the whole.
/ Ijogic , Mulktavali, Parts I and II.
Philosophy Saiilkhya, Chandrika, and Vedantsar.
Class VI-
Grammar Siddlh ant Kaumudi, the whole, and Prakrit Prakash.
Poetry . Bhattti Kavya, 10 cantos.

Higher School.
Class V II—
Rhetoric Kav’ya Prakash.
Logie . Dinlkari.
Philosophy . Sanlkhya Pravachanabhoshya.
Class V III— (the instruction in thiis class to extend over two years).
Grammar . . Mancorama, Laghu Shabdender Shekhar^ Paribhashendu
SHiekhar.
Class IX — (course extending over 22 years).
Grammar . . Shafed Hatna, Mohabhashya and Vyakarn-bhushan.
Logic . . . Jagdlishi, Vyut-patti-vad and Nyaya Sutra-vritti.
Sehp^Mowrs— From 7 a.m. to 6 p.m.. ; t hours are allowed for recreation from 11 a.k. to I p.m.
“No examination is helld at the close of the year, but students completing one
' yeai^^s course are allowed to read in the next upper class. The teacher only tests
their abilities by holding mral examinations in their respective courses on certain days
of the month, on which thte impaTting of new lessons is prohibited.

The following is an acccount of Pandit Bhugwan Das’s own educational

c a r e ^ :^
P^andit Bhagwan Das eommenced studying Sanscrit at home with his
grandfaiher Pandit Mehr Chamd (whose abilities were considered to be equal to
those bf iP^ the^ noted Pandit of Maharaja Ranjit Singh’s Court)
when he was 10 years of age, aind with him he read the following books:—
/ Alphabet Sanscrit Bammala.
Prose Sanscrit Pathopkark.
i
» O es Grammar Sar Kaumudi, Laghu Kaumudi, and Madh Kaumudi.
p-' Poetry Raghuvans and Kumar Sambhav.
Prosody Srut Bbdh.
Dictionary Amarkosb.
Logie Tark Sangraha.
Vedant Vedantsar.
 ( 96 )

During the next four years he was put tin te Pandit Subhkam, the Guru
of Pandit Jalla of Eaja Hfera Singh, who lived in lialiore for a period of about
40 years, and with whom he read the following books:—
Grammiu' . • Siddbant Kaumwdi, 3\fenomma, Tattwa Bodhini, Lagbu Sbab-
deodu Sbekbar, Sijabdkaustubh, ParibbasbenduSbekbar and
Mababbashya.
Poetry . - Magpb, Kirat, and Naiabad Cbarita.
Prosody . . Vritta Hatnakar.
Subsequently he r^ d one year with Pandit TJdai Ram of Kaithal the fol­
lowing works on Logic
3ifnktavaU, Siddbant Chandrodai and Dinkari,
The following works were read by him privately, without the aid of any
teacher:—
Drama . . Vasavdatta, Mriehha Katika, Vikramorvasi, Sakuntala and
Megbdato.
Proae . , . Dasa Kiimar Cbarita.
Hindal^i^ . . Jtfajiu SmHti; Parasari ; Mitaksbara, tbe key of Yagyavalk;
ii^rark} Prayasabit MuktavaU; fraisbcbit Mayukb Sarba-
diapratisbtba.
Vedant . . Pancbdaski, Asbtavakra» Atmabodh^ Madbu Sudani and Sri-
dharii
Pumn ^ . . AU the 18 Pnranas.
Up PBran . . Valroikya Baroayan and Mababbarat.
Asiiojiomy . * Shigbrabddhj MabuiNb Cbintamani, the key of Maburt
Chiatftmani, P|7^a«bidl»aJ’a T ^yjas^kanaka •Sfahurt Dar
pan,* Kbat PaneWsbika, and many oftier books on vamm
snbjecta.
No sj^stem of class instruction existed fonnerly in indigenous school^, but
those desirous of studying Sanscrit were taught by Pandits at their own homes.*'
 ( 97 )

F.—FEMALE INDIGENOUS EDUCATION;

., ..on I was at the Imperial Assemblage at Delhi, I started a polyglot
jom*nal, in commemoration of title which I had long advocated, in the hope
that its adoption would mark an era of closer identification between the Imperial
races of India and the now Imperial House of England. Among the contribu­
tions to the first number oi t\\Q Kaum-uKaisari, the “ Imperial nation,” so
named in honor of the “ Kaisar-i-Hind,” were some verses in Sanscrit from a
Mahratta girl then wandering about with her brother, richer in intellect
than in purse. Although education among Panjabi women of the higher castes
of Hindus, the better Muhammadans and all orders of Sijkhs is not so uncommon
as would be supposed from the interested outcry of native reformers, in whose
castes there are fcAV educated women, and fewer still who will marry them,
it is an accomplishment in India regarding which, to quote from memory the
words of Pericles, “ she is the noblest woman of whom least is heard either
in praise or blame.” After a period of liberty, to which Greek authors
bear witness, the Hindu woman, always the tenderest and most respected
of mothers and the man’s temporal and spiritual wife, had, with her Muham­
madan sister, found her greatest pride in retirement. Still, I felt sufficiently
interested in the pair to take them to Lahore, where they lived in the compound
of the Press, and where her brother, whiter than many Europeans, received a
scholarship for more than a year, which was sufficient for their simple wants.
Books were supplied to the young lady> who was anxious to be employed as
a Hindi teacher in one of the Mission girls’ schools, and who was reading
English at the time; but the efforts of my wife to find her employment proved
unavailing and, as t o brother, a rolling-stone, had qimrrelled with i ' Head
Pandit of the Oriental College, to whom he was too proud to apologise, they
resumed their travels, the brother leaving me an account of his wanderings pre­
vious to coming into port in the Panjab. In that interesting account I find no
reference to Eemale Education. Just as Aberigh-Mackay among Englishmen,
so Panditani Eamabai was ignored among natives at Lahore, till other pro­
vinces recognized the prophet that the Panjab had not noticed, though no one
could help being struck with the unaffected modesty and love for learning of
the young lady, whose emancipationist theories, if they existed at all, were
then kept in the background.

Indigenous female education in the Panjab requires less development than

r6vival. The girl who was ever taught to r^ d Nagri Or Gurmukhi or Arabic
in her home or in a friend’s house, conveniently situated, where other girls
could also assemble, now has a brother at a Government Schpol reading Urdu and
becoming daily more dissociated from her in language and feeling. The mother
also, for the same reason, cannot co-operate with the teacher, whilst the boys
sneer fit what they see at home in a speech which is almost unintelligible to her.
For even the Hindustani-speaking mother has a dialect which is not that of her
son: The spirit of disbelief also imported from the Government School is a
source of great sorrow to her and adds to the deteriorating ‘ infliuences of a
climate and of homes in which passions can only be restrained by the rigorous
observance of conventionalities and the minute practice of religious ceremonies,
which the Hindu lawgiver and native society in all Indian communities so
wisely enforce. Though the Panjab has ever been more liberal in religion and
manners, than the impenetrable North-Western Provinces, where Hindus and
Muhammadans vie with one another in conservatism, yet the son or brother who
would blaspheme the household god would pass a mamais quaH d’heure with
his family, even if the Panjabi mother did not slap with her slipper the mouth
of the young demagogue who, perhaps, an hoilr before had denounced the
brutality of British rule and deplored the ignorance of his countrymen to a sym­
pathetic audience. It is, therefore, not unnatural that he should desire to
spread “ female education ” in a sense that will provide him with a more con-
geniail home than he enjoys at present.

The Panjabi woman has, however, not only been always more or less
21
 ( )
educated herself, but sTie lias also been an educator of others * In Belhii for
instance, we find that, before the annexation of the Panjab, six puhlio schools
for girls were kept by Panjabi women, who had emigrated to the South for
this purpose.
In other places, similarly, Panjabi women were to be found as teachers,
just as the Guru or the Padha sipread his instruction beyond the i)recincts of a
province, where he was becoming a d r u g i the market. Among Muhammadans,
very many widows considered i#a sacred duty to teach girls to read tlie Koran,
and though Delhi, like the rest of the North-Western Provi»iccs, was far behind
the Panjab in female edu’cation, we find that it had in 1845 numerous schools
for girls kept in private houses.
For the ufative girl is even more intelligent and enguiring thah her
brother, and few were the families in wliich tlie father, brother or motlier
did not take a pride in teaching the younger female members to r e a d ;
there the education stopped short in theory, but the timid little girl would
nestle up to her brother and imitate his writing, till she bccame fairly
proficient in that accomplishment, though female self-respect forbids its being
acknowledged. On the frontier, the superior class of Iletairai arc kno\hi^o have
received an education in Persian poetry and in caligraphy, whilst even a lower class
is said not to be deficient in the art of writing and in music, so that it will at once
be understood why Persian poetry, which has an almost intoxicating effect on
the native mind, is sternly prohibited to be heard or read by most respectable
females. That nine-tenths of the educated natives are alleged to be averse to
female education can only be true, if among educated natives both the old and
the new schools are included. Even in the latter I doubt whether anyone,
whose power of reflection has not been destroyed by thinking in a forcdgn
language, would willingly sanction a too sudden departure from the old lines on
which indigenous female education has hitherto proceeded.

In the Hindu higher classes, both the parents were enjoined to instruct their
children, including daughters, in their religious duties. The greatest respect to
the mother and to the elder sister is distinctly laid down in the rules for the
conduct of students. Among Muhammadans nearly all girls were taught the
Koran; nor could a Sikh woman claim the title and privileges of a “ learner ’*
unless i|he was able to read the Granth. The knowledge, therefore, of her
religious duties, imparted in numerous little treatises, and in some of the sacred
texts and illusti-ated by stories of deities, saints and prophets, was deemed to be
sufilcient for one who had the duties of a household to learn, which, besides
sewing and cooking, included the art of embTOidery and the keeping of accounts
in an elementary, and sometimes primitive, form. Yet we find that there
were many women, especially in the Panjab, whose influence in the State could
not be ignored, whilst poetesses were by no means scarce, especially in. the
higher Muhammadan families. In Panjabi, the life, hopes, and disillusions of
women are sung in numerous forms, of which the following, lately published in
an English newspaper, gives an idea of independence alhed to modest retire­
ment :—
Gibis’ S p in n in g S o n * . T b a n s l a t io n .
As^n apn^ charkhtC katn^: All day long my skeins I make;
Due da manh nahin chatniC. Nor kisses give, nor kisses take.
Kyiin due de ktCran rdiye, Why shoald I for another weep.
Bhed apne dil di kh6iye ? Nor in my heart my secrets keep P
As^n apne gbare de : In my own home the Queen am I.
Due kane kujli nahin k^j^. Why should I for another’s sighP
Kylin jag manaR kliush karntf P I that bow to my God alone,
Parn^ Malik dirf charntC. Shall I a man for master own P
Kyun kusf de sang as^n phasn<CP Shall I fall into another’s snare P
Kyun kusi de ghar^^^ basniP Pass my life in another’s lair P
As^n ant same maijtCn^ ; Will that other be ever true P
Due kusi sang nabin j^n^. When I go hence will he go too?

• The returns in Part II of this Report, incidentally, show the existence of several female indigenous
schools, in some of which 'also boys of a tender age are admitted. Not to speak of the very numerous Eqran
schools for both boys and girls taught and supported by pious widows; there are the following schools, conduct^
by female teachers: Nawankot and Moharwal in the Lahore District, Panipat has 6 schools so conducted, Wairo-
wal and Fattahabud in the Amritsar District, Dhatrat and Asant in the Kamal District, <fec., &c.
 ( 99 )

Girm’ S p i n n i n g S o n g . T b a n s l a t io n .
Kyun duni^n M hdjd baj^n^ P And what is marriage here below ?
Sukli cMiorke dukh ko piCn^. What but barter o£ bliss for woe ?
Hain mitlu, inithf men inilj^n^: Dust tuiTis to dust and dust am I.
Kyuu uai'in dus^llC bichh^nit p Why should my dust for mamage sigh P
R. C. T.
“ When I go hence will he go too” is the wail of those who wish to
be joined in death to those whom they lo re ; but to whom this desire,
which led to Sati and which explains the incurable grief of widowhood,
has only a one-sided application. Still the mystic tie of marriage is not dis­
solved on the death of the husband, even if the wife does not join him on the
funeral pyre, for whenever she dies, she is burned in a white shroud, so that
her husband may receive her as still mourning for him. The law which en­
joined a proper show of grief on widows, who, in all countries, assume to be
“ inconsolable,’*also protected her interests, and it is only among the mercenary
classes of the once-born that widows suffer any show of indignity. Tearing off
her ornaments is only an equivalent for wearing mourning, but on the 13th day
after the death of the “ dear departed ” all the relatives gather and pour out
rupees before her, with the view of making a provision for the widow fo r life
which she often spends foolishly, unless it is entrusted to an elder male relative,
especially after the year of sorrowing is over and she resumes most of her
jewels and with them, perhaps, some of the gaiety of her blasted life.
Like the “ Law of Celibacy” among Itoman Catholic priests, that of
widowhood, including the extravagance of Sati, was based on a conception of
self-sacrifice to duty or affection, of which only the highest human nature is
capable. Widows, as is indicated by the apostle of continence, are, in many
cases, no doubt suffering from a hardship in not being allowed to re-marry with
due regard to the oowoenanceB^ and if certain reformers could only rehabilitate a
widow that marries (and innumerable widows do so in the lower classes) in middle
native society, they would not have the difficulty which they often encounter
now of finding suitable wives in their own caste.
It must also not be forgotten that, if the 21 millions of alleged widows in
India were allowed to be married without a social stigma, which deters most of
them from the fatal step, an immense stimulus would be given to polygamy
and that the peace of the majority of the better Hindu homes, which are chiefly
monogamous, would be destroyed. The quarrels for inheritance would also be
embittered, and we should have in numerous households a repetition of the
scenes in the seraglio. How far the re-marriage of widows would lessen the
solemnity of the marriage tie, the common sacrifices offered by husband and
wife and the beauty, in spite of all that is said to the contrary, of Hindu
married life as a centre of living affection for the poorer kindred, it is needless
to enquire, but that 21 millions of widows cannot be married without some
injurious effect on the chances of marriage of unmarried girls there can be littl(‘
doubt. Finally, just as polyandria (conned to the brothers of the husband)
in the respectable families, as in Tibet, is a check on overpopulation in a poor
country, whilst it also gives a considCTable power to women in some districts,
so is the prohibition of widow-niarriage a salutary precaution against an undue
increase of the population in a crowded country like India, where ah'eady the
supply of food is, in many partis, insufficient for the demand.*
• Dr. Hunter in his “ England’s work in India” under the head of “ the hungry Residue of 40 millions” states:
“ A square mile of land in England, says Mr. Caird, highly cultivated, gives enijdoyment to 50 persons, in
the proportion, 25 men, young and old, and 25 women and boys, “ or at the i-ate of 51 acrcs to 4 persons. France
with its 180 persons to the square mile is considered a densely-peopled country, and ten ncros of plough land would
be reckoned a small holding. Well, there it not a single digtrict in India toiih only penong to the square
mile what is not exceedingly well o ff” compared with the unfortunate population in more crowdcd areas.
Dr W. H. Bellew informs me that the yearly rate of increase of the population in the Panjab is 0‘6 pur
cent., whereiui in England it is 1*27 per cent. The population in the Panjab (in British territory) enumerated
in 1^ 1 amounts to 18,850,437 (of whom only 8,015,210 are females) against 17,609,518 in 1868, so that during
the imerval of 13 years the wpulation has increased by 1,^40,919, or alraut 7 per cent.
Now the whole area of British possessions in the Panjab is 107,110 square miles, of which only 36,056 are
cultivated, one-fourth culturable, and the rest unculturable wiwte; j-etthe ccnsus of the year 1881, which is under
the mark, would give 514*3 persons to each square mile of cultivated land, so that it is easy to perceive to what
steaits for a livelihood the reraariiage of the proportion of “ the2l iflilliows of Indian widows ” for the I’anjab wojiild
reduce the population. It is far wiser for a Government to leavie. “ well alone ” or even to leave an aseertaincd ill
alone, than ny to evils that it knows'not of, by any cncourajpnaont to overjiopulation or even t« any fonn of
female education that will make the women of the Panjab dissatisfied with their position. Tfiliat }»<^itiiiii cjin
onfy be improved-with the increase of the general wcidth ©f tlie country. Now tluv proportion of fi'nmles to
mafeii in the Panjab is as 4*4 females to 5 males, which places women at a premium, and, therefore, obviously in
the best possible position attaiuuble under the present circumstances of the province.
 ( 100 )
There is a great deal of exaggeration about the hardships, if not cruelties,
fo which widows are subjected. As a rule, women in all countries can take
care of themselves and interweave the interests of others with their own. The
sight of a widow ready to burst into tears may grow to be trying to her sur­
roundings, or, if poor, she may wish to make herself useful to the rest by
working for them or rendering such other services as woman discharge in most
native households. It may also be disagreeable to her to have to defer to the
wishes, if not whims, of younger married women in her adopted family.
A portion of the male community is, however, pecuniarily interested in
the widow question. Just as passing the Entrance, F.A., B.A. and M.A. Exa­
minations raises the value of the bridegroom in certain castes in the matrimo­
nial market, so would many an aspiring regenerator of his country wish to
take care of the peculkm of the widow, to wliich I have referred, by rescuing
her from the cheerlessness of a home, no longer her own, even should she be
jstaying with her parents. Probably, many widows would not object to re-mar­
riage, but I doubt whether the signatures to a Memorial to Government, pur­
porting to emanate from a number of widows, were genuine. If so, this cir­
cumstance would show that they could write and that they had, probably, also
read the memorial, evidences of the extent of indigenous female education.
It would be well to know to what caste these widows belong and whether they
would object to marry a man of an inferior caste, or, indeed, of a superior one,
for all castes are now jealous of intrusion from both above and below. It may
be Incidentally mentioned that certain crimes are more common in one caste
than in another; for instance, forgery in the writer or Kayasth class, as would,
indeed, be the natural tendency of the evilly disposed in that section of the
community. If, therefore, a Kayeth were to accuse another of burglary or a
Bengali another of actual assault (not mere abns6), there would be a_pHm<S/acie
improbability of the charge and for the same reason, memorials from, e.g.^
Bi-ahmins, Bajputs or Jats, are more likely to be genuine than from some other
castes.
Be that as it may, the lot of a poor widow is sad enough in all countries, to
deserve sympathy, but it is minimised in India by the following considera­
tions :—
1. The widows of Muhammadans, of Sikhs, of most of the hill tribes, and of
nearly all the lower Hindu castes. marry, and the widows of Jats
are hound to maiTy their deceased husband’s brother, for the pro­
tection of the inheritance.
2. The widows who have grown-up sons or whose age entitles them to have
a voice in the management of the household, practically, and, in
numerous cases admittedly, rule it.
3. Tliere, therefore, only remains a comparatively small number of widows
in the higher and middle Hindu castes, and among them only those
are to be pitied who are poor or who .have unfeeling or no relatives,
a rare circumstance.*
4. The misfortune of these, however, is alleviated—
(a) by the ideal of the sacredness of the marriage tie; the hope of rejoin­
ing the husband and being made worthy of his regard in proportion
to her, generally, self-inflicted privations, such as sleeping on the
floor instead of on a charpoy. It is here where religion strengthens
and raises the character of a noble-minded Hindu widow;
(b) the social consideration which is given to a widow who, by her acts,
shows her undying^grief for her deceased husband;
{c) tht. sympathy of her own family to which she, in many instances,
returns;
•Accordino- to the Census Returns, there were only 134,645 widows below 30 years of age, vix., 1,208 cbild-
widows between 0-9 ; 6,778 between lO and 14; 19,346 between 15 and 19; 41,686 between 20-24; and 65,627
between 25-29 (of these, at least three-fourths can re-niarry). There then remain those between 30 and (50 or up­
wards who hare mostlv grown-up children, and who, practically, preside over their households. The proportion,
therefore, of marriageable widows is only 1 in 59'43 in a female population of 8,015,210, and, aa not a fourth of
these are condemned to celibacy, the hardship is not so universal as is alleged.
 ( 101 )

(d) the generally liberal provision for life that has been made for her on
the 13th day, which relieves her, at any rate, from the most gnaw­
ing cares and allows her to address herself to the education of her
children, if any.
Laborare ef. orare ’ is, therefore, the well-bred widow’s remaining aim in a
not ignoble life and, though slie may have occasional misgivings, a high hope
sustains her and is an examjjle to her more restless or less religious sisters in
misfortune.
That the lofty conception of matrimony among Hindus has not been with­
out effect, may be inferred from the fact that most respectable and wealthy
Muhammadans in India marry only one wife, whereas in other Muhammadan
countries nearly all who can afford it exceed that number. Similarly, the
Muhammadan system of the veil, curtain, or “ purdah ” has not altogether dis-
advantageously affected the Hindu wife, for if the statement of Greek authors
}»e trusted, the women in the Panjab enjoyed a liberty which sometimes bor­
dered on license.
The case of child-widows, however, in the better castes, is pitiable, and it is
for them that relief may be obtained by a judicious promulgation of certain
relaxations allowed by their religion and tradition; but this can only be done
by receiving the co-operation of Brahmins, though not for the marriage of the
child-widows of their own caste, who may either be trained as teachers or re­
present the class of nuns in Tibet, Ladak, Spiti and other neighbouring coun­
tries, not to speak of nuns in Roman Catholic Europe. Indeed, it is doubtful
whether the number of child-widows in India who cannot marry exceeds, in pro­
portion, that of the nuns in the countries which I have mentioned.*
The cruelty of enforced widowhood may be educationally utilized by ap­
pointing widows, who can already read, as teachers of girls, visiting them in
their own homes, or by training them for that profession. Among Muham­
madans and Sikhs I do not apprehend that there will be much difl&culty in
securing a supply that will exceed the demand. Among Hindus also, with
the co-operation of the Brahmins, objections against the above plan will also
gradually disappear. The best means, however, for spreading female educa­
tion in a manner welcome to native ideas is to employ the Maulvis, Pandits and
Bhais for male teaching and their wives, or, sometimes, elder sisters, for female
reaching. This will induce the priestly classes to attend more than they have
liitherto to the education of their female relatives, an example which is sure to
be followed by the other classes or castes. The present obstacles to female
instruction will then disappear as if by magic, and a field will be prepared for the
philanthropic labors of those who wish to impart a still higher education to the
Avomen of this country., That I have not oVerrated the influence of the priestly
classes on the native community will be illustrated by some instances referred
to by the Director of Public Instruction in his No. 4 S., dated 22nd September
1881:—‘ ‘ I hat® found, however, that in sonlie cases the ijeople have no objection
to the employment o f a young man belonging to the hereditary priestly cktsaest
and to a family that is well-known and respected.” When it is remembered
how jealous all natives are as regards men, and especially young men, seeing
their daughters, no greater testimony than the above could be adduced in
support of the confidence of the people in their spiritual leaders, considering
that it comes from a hostile witness, who is even opposed to the enaployment
of an O r i e n t a l teacher in a primary school, if he does not possess a Nornaal
School certificate. If, in co-operation with the priestly classes, the wive^ of
European and native officials would concert, measures for imparting secular
instruction to native girls, visiting them in their homes, they would, more
than by the example of their domestic virtues, kindle the flame of sympa,thy
betweeniie rulers and the ruled, wlulst providing themselves with an employ­
* There were only 675 Hindu cliild-widow’s between 0-9 years of as:e sintl 4070 l>et\voen 10 and l-l. Of tliesp,
at least, two-thirds belong to the ve-niarrying castes. There were altoj'otlu'jV 7i),320 lliiuUi widows in 1881 beli>w
30 years of »ge, of whom about a third are prevented from re-nuirryinsr Tlioro wore iiUo 5a,3S2 Muhammadan
widows below thirty, most of whom will, no doubt, ro-marry, mihI only S,0:]5 Sikh willows of oorresponding ages.
Where is the country in Europe in which, practically, more widows hav'c a better chauuo ot ro-matryiug tluin in
Irtdia?
 ( 102 )

ment that would relieve the monotony of station-life, and that would be greatly
conducive to the preservation of tlicir health, and spirits. Just as many mis­
sionary ladies assist their husbands in a noble task, I see no reason why tlie
oflicl'il’s wife should not be a helpmeet to him in his great undertaking of
identifying the interests and feelings of the people with the maintenance of a
wise and liberal Grovernment.
That native households are not invariably centres of frivolity or domestic
tyranny, may be inferred from Mi*s. llossain Ali’s spirited and detailed descrip­
tion of “ llome rule ” in Upper India, the sceptre of which is often wielded
by tlie gentler sex. Household cares, the troubles of friends, embroidery,
sewing, spinning, listening to the professional story-teller or songstress, or to the
preaching of pious women, the recitations from sacred books, fill their time
and supply the place of going to parties, to church or to a concert. The llev-
erend Lai Behari Dey, in an article just reprinted in the “ Selections from the
Calcufia Reoiew ” says : “ People at home, ignorant of Hindu manners, have a
notion that Hindu females, like negro slaves, are doomcc| to unrelenting servitude.
That women in India do not attain to that state in society which they do in
Europe, is unquestionable ; but that they are viewed here in the liglit of slaves,
eattle and household property is not true . . . " lie tlien passingly refers to the
juvenile plays of girls ; their Dolls^ Bom-botos^ in which the mysteries of mari;
riage are embl^atically represented; Hide and seek, TilkiUi, in which the dex­
terity of fijig^’S is exhibited ; “ that large class of plays in which the recitation
of doggerel verses forms a principal part, ” and gives an account of the women’s
daily occupations of which we quote the following “ The males are feasted
first, on whom their wiv^ and mother attend. Attendance at the table is not re­
garded by the Bengalis as a servile occupation, that office being usually p^>^form-
ed by elderly matrons and Brahmins." He then mentions some of their ,^mes,
such as ashti-kusti, not unlike backgammon, played by four persons; Mongtil
JPatan, not unlike draughts, representing a mimic battle between the Moguls
and the Patans; Boghbundi^ or tiger hunt, not unlike the fortress game in Ger­
many, &c., &c. Of course, amusements vary with the women of different castes,
sects and classes, but few can have heard the light-hearted song over their work
beyond the walls of a native house and imagine that its inmates were slaves.
Women will also attend the recitations of a famous Pandit, though this is not
often the case. On festivals and occasions of rejoicings, sush as marriages and
births, dancing-women are called in ; but I think that enough has been said
above to show that female life in the Punjab is not so hopeless and servile as it
is perhaps im a g e d to be.
Some of the female schools, supported by Mimicipaliti^s and entered as
Government schools, teach the Kordn, without doing wrhich they would not be
attended. Bawa Khem Singh once had 108 female schools unde^ his superintend­
ence and would, no doubt, have largely increased their numb^Miad he been
encouraged by the Educational Department. I revived 66 of xhem in the
Rawalpindi circle and opened them to inspection; but the spirit which had been
inspired by Sir Robert Montgomery among the promoters of female education in
the Punjab has died out in consequence of the disregard shown by the Depart­
ment to the leaders of the movement. The following extract from my Report as
Ijispector of the Rawalpindi circle will show, when “ read between the lines,
the great injustice wliich the Department, and notably my predecessor, had
inflicted on female, as also on indigenous, aided and unaided education in the
Province, chiefly from want of sympathy with, and exact knowledge of, extra-
departmental agencies:—
“ When Bedi Khem Singh’s schools were first established, at the inspira­
tion of Sir Robert Montgomery, there was a sort of understanding or guarantee
that, these schools should not be inspected by officials, especially Europeans. I
presume that it was for this reason that these schools have not been inspected,
and that an amount of suspicion, both deserved and undeserved, has fallen on
them. Without distinct orders from Government I should myself have hesitated
to inspect them, although I received a sort of permission by the Bedi’s
agent to do so. The schools were closed a few days after I saw the agent—a
course which was not calculated to strengthen the belief of the people in the
 ( 103 )
pormanoncc of oui’ educational policy or to encourage Bpdi Khem Singli in
ai'tiin oil’ering us his services. After all the agitation tiiat had taken place
roi^arding ‘ female education,’ it was certainly inconsistent to sweep away at
one l)low 108 schools, although the Department was perfectly justified in doing
so, eousiideriug liow very unfavoum])ly both Major Urmston, D.O., and Mft
Frizelle have referred to these schools, that money was required for more import­
ant or less mysterious institutions, and that after all no Inspector can con­
scientiously support a grant about wliose application he simply knows nothing.
Whether an attcniipt might not have 1)een made to inspect these schools in spite
of what is, probably erroneously, considered to be the policy of Government in
the matter, I will not discuss; but I have not the least doubt that the sensitive­
ness of the people on this suljject is exaggerated.”
]\Ir. Pearson truly remarks:—“ I do not at all believe in the alleged
scru])l(‘s of the people about having their girls’ scliools inspected. They consist
of little; girls four or five years old, who may bo seen playing in the sti*eets with
their writing boards. The only prejudice is against the system of payment by
results. Th(i simplest remedy would be to allow the grant in future only
wliere the s(5hools are oj)en to the inspection of Government officers. I do not
say tliat this plan is IVee from oljjections, but Bedi Kliem Singh must be able
to judge for liiinself whether lie could accept tiie assistance of Government upon
these terms. ” This view pre-supposes that Bedi Khem Singh profits by tlie
arrangement, but the Bedi may be looking upon it as a great trouble, and
inconvenience which he has incurred merely to please the * Sirkar.* I am
glad that a letter of thanks at any rate has been sent to him, but I regret that
once we had 108 female schools we sliould not have kept them up. A good
deal is aln ady gained by vesting the interests of a large body of teachers in
the maintenance of “ female education.” We can afford to wait till the next
generation for perfect “ returns,” which, after'all, are no safeguard against
h*aud and jobbei*y.* In our hurry to build the edifice of an ideal Indian
civilization “ in one day, *’ we risk a sudden collapse of what has already been
raised. I have never been very sanguine about “ female education” in thk
province, although the kindness of Native friends compelled me to becomo the
first European president of the movement; but if female schools are to exist
and to be inspected, there is no doubt that it can be done. In towns where
greater temptations exist, Natives naturally take greater precautions regarding
their daughters, and generally the higher and better families are averse to sending
them any distance to s-jhool when they may be entrapped en routes as has
occurred. Still numerous small schools conveniently situated, rather than a
central school convenient for inspection, and inspected by educational Native
officials of known respectability aud a certain age, would not be objected to.
The girls of the best families may be visited at their houses by female teachers
of known piety. A certain amount of education has always been given to
females, at any rate in Muhammadan families of standing. The ‘ purdah ’ is
nowhere so strict as in Turkey, yet Wmarried girls attend school up to the age
of 14, as I have seen myself {^ide my “ Muhammadan Education in Turkey” ),
At the ris^ of repealing some of the suggestions or statements that I have
already made, ^ venture to consider it to be necessary, for the further elucidation
of the subject of female education in this province, to quote my evidence on
this point before the Education Commission:
“ Q. 41.— Is there indigenous instruction for girk in the ProFince with
which you are acquainted; and, if so, what is its character ?
“ -4. 41.—Yes; the wives of Maulvis and Bhdis, for instance, are generally
taught by their husbands and instruct their children up to a certain age in
reading and religious duties. The wives also of the respectable Muhammadans
generally can also read and write (though the latter attainment is not so- much
encouraged as the former for reasons into which it is not necessary to enter).
Some of the ladies are good Persian scholars, and in a distinguished Muhammadan

• Ifanv yeara ago I drew attention to a retnrn in which 2,000 pupils were stated to be under instruction. On care,
fol enqnirjr I found that H only had been io regular attoudauce.
 ( 104 )

fan^y tliat I know, I have been given to understand that several of the ladies
are excellent poets. The position of women is far higher among Muhammadans
and Sikhs than is supposed, and there is no prejudice against theb being edu­
cated, provided this can be done without interfering with the privacy of their
domestic life. There are in proportion as many women that can read in Native
States, where there has been no fuss made about female education, as there are
in British territory, whilst in the latter also I have no doubt that many
respectable women can read and write, who dare not sa;j^ so. There have always
been indigenous schools for Sikh females in the districts between the Chenab
and the Attock. That the wives of priests should visit females of their com­
munity and teach them is right and proper, but that girls especially of a mar­
riageable age, should cross bazars in order to assemble in a school, is, I think,
objectionable. Much reading of elementary religious books, sewing, embroidery,
cooking with extreme care for the household, great neatness, tenderness in
trouble, aiid gentle mediation in family disputes, constitute the chief features
of female home rule and education in the better classes, who regard their female
relatives with a respect and a religious affection of which we have not even
the outward profession in Europe.
“ Q. 4s2.—^What progress has been made by the Department in instituting
schools for girl^j • and what is the character of the instruction imparted in
them ? What improvements can you suggest ?
42.—^The instruction nominally given in them and the number of pupils
attending them are given in the educational reports ; the reality is far below
the returns. I have myself or^nised 50 female schools, and I consider it to
be the least satisfactory portion of my work. At Jjahore I was the first European
President of the Eemale Education Society, but I resigned when I discovered
that only 11 girls could really read and write out of over 1,100 that were returned
as proficient in that attainnient. On my expostulation, Mr. 0. U. Aitchison
interfered and started the present Female Normal School, which might have
done well had only wives of priests been admitted to it, who would then have
made house-to-hv'use visitations to teach the girls in their own families; but
the school is now managed in a denationalising spirit, whilst the Society’s funds
are disposed of by Government officers.
“ The delicate question of female education requires reconsideration. It is
premature in this country, so far as its parade is coucerned, but it will grow,
like all that is indigenous, if left to itself. When the state of Native society
becomes such that men will require wives d I* Huropienne, then our present
system might be revived; in the meanwhile, domestic happiness and purity will
be furthered by abolishing the present Eemale Schools, except wherever the
local priesthood wish for their continuance, or where the management can be
made over entirely to men like Baba Fhem Singh and his relative^ I cannot
understand \that bui^iness it is of the Grov;ernment to determine what the future
relation of the sexes shall be among its subjects, for this is really what every
innovation on indigenous female education, comes to. It seems to me that
Government is only bound to ascertain and to protect indigenous education.
Instead of doing this, the truth about indigenous civilization was never ascer­
tained, and its endowments as weU as other fi ims of encouragement were
destroyed. In the meanwhile. Government started this or that scheme, as if
the country had been a tabula rasa before, thus reversing its function, which
is to preserve what exists, and not to speculate in new forms of civilization
or start creations of its own. As I h&,7e stated elsewhere, on the subjecft
of education generally, at the first blush, ‘ it is not quite clear that it is
a part of the duties of any Government to anticipate by the introduction
of educational measures t h e c i v i l i z a t i o n of its subjects. As long as
the attention of the rulers is directed to preserve security of life, intercourse,
and property. Government has done all that can be expected from it, and it
has even deserved well of the country. With the question of education it has
apparently nothing further to do than not to arrest progress, and to be as
completely as it can tlie exponent of the popular mind. When, however, a
ilovemment invokes all the sacred associations connected with the indefinite,
but none of the less vivid, feeling of duty to do on a large and effective scale.
 ( 103 )
within a short compass of time, what tho best minds of a nation and the most
happy combination of circumstances can only slowly and gi’adually accomplish,
it {urnishes us an example which is not easily paralleled in the history of any
rule. It is therefore scarcely fair to quibble at the terms ‘ duty* and ‘ mis­
sion’ in criticising the acts of Government, which is so single-minded and
impartial in seeking the permanent good of its subjects.’
“ A schoolmaster sends tho following on the subject-matter of the abore
question;—
“ ‘ The progress made by the Educational Department in the matter of
female education is very meagre. The chai-acter of instruction is in some
schools Deva Nagari, in others Gurmukhi, and in othei’s Pereian.
*** Practical teaching in needle-work, lace-making, &c., &c., if introduced
into our schools, is likely to make them more attractive and useful. Besides, a
better class of teachers should be provided.’
“ Another schoolmaster writes as follow s:—
* Some progress has, of course, been made by tlie Department instituting
female schools, and the instruction given in them is the same as in the schools
for boys. This kind of instruction, however, is not suited to female schools;
there should not be any Persian in them and not so much of arithmetic.
Female education in this country is purely and simply a forced thing, and
almost a farce, because girls cannot stay long on account of early marriage;
because some instruction in their own religion Is of necessity to be given them
in the school hours, otherwise they would not attend; said because efiBcient
teachers [temsXes) cannot be readily had for them.*
“ Q. 43.—Have you any remarks to make on the subject of mixed schools ?
**A . 43.—They would be an unmixed evil in the Panjdb, which is not ripe
for them.* At the same time, it may be interestiug to notice that in Turkey
the Muhammadan boys are brought up with girls in schools attached to
mosques, the latter remaining till they are 14 or till they are betrothed before
that age. This I know as a fact, as 1 have studied Arabic and the Kordn
myself at such a school, being, probably, the only European, with the exception,
perhaps, of Vamb^ry, who was allowed to do so, certainly at the time I speak
of, about 1856. 1 think that the case of mixed schools^ in so orthodox a
Musulmdln country as Turkey serves to prove that there is no religious objection
among Muhamm^ans to educate their girls up to a certain stage, and, as Ims
been pointed out in the Parliamentary Report to which I have alr^dy referred,
and from which I beg to be allowed to quote the following passage,— *his
treatise on the *races of Turkey and the state of their educatioii, with
principal reference to Muhammadan education,* not only shows us the various
methods adopted in the education of the numerous races of the Turkish Empire,
but seems (ilculated to suggest the course which should be taken in dealing
with our own Muhammadan subjects. The condition and progress of Turkey,
to whose ruler the vast majority of Indian Musulmdns look with deference,
affords an illustration of the compatibility of Western civilization with rigid
orthodoxy; and it might be well to point out to our Musulmdn subjects that
many of the measures of our Indian Government are identical with those of
Twkey.*
“ Q. 44.—What is the best method of providing teachers for girls ?
**A , 44.—I f the wives of priests or of teachers of good caste, in Government
and Aided schools were instructed by theirl husbands in the literaiy isui^jects
which they are expected to teach, an indigenous method for the supply of
female teachers would be ready at hand, the usefulness, economy, and early prac­
ticability of which would be a welcome substitute for the teachers now ‘ turned
out* from female Normal schools, which I would either close or confine to the
female relatives of priests or teachers.

* Tbu lemwk dow not apply to in£uit sobools w to Eorao schools, in which ehildten of hoth MixeB and of
A.teador agi, ofUm. read together.
 ( 106 )
** Q. 45.—Are the grants to girls* scliools larger in amount and given on
less onerous terms than those to boys’ schools; and is the distinction sufficiently
marked?
45.—Article X V of the g r a n t - i n -a i d rules puts girls* schools precisely
on the same footing as schools for boys, except that tlicir ‘ inspection by Govern­
ment officers will not, 08 a m/e, he enforced* The latter provision I consider
to be an indirect encouragement to Inspectors to insist on inspecting also
female schools, a proceeding which is improper, except where asked for by the
parents. I have myself opened 60 schools to official insp«jtion, but I am not
aware that I have done much good by it. At the same time, it is difficult not
to sympathise with a Government Inspector, who has doubts as to the very
existence of schools to which he is obliged to pay a grant without satisfying
himself whether they deserve one by inspecting them himself or through one
of his subordinates whom he can trust. As a matter of fact, female schools
often receive grants on a larger scale and on less onerous terms than schools for
bbys; but it is in the nature of things that this should be so, and I cannot
suggest any change in this )iractice, if the present female schools are to be
continued. In the first flush also of the ‘ female education movement,*
inspired by Sir Robert Montgomery, I have no doubt that thousands of rupees
ivere spent, wliich could not be properly accounted for by the application of any
rule. The distinction between schools for boys and those for girls are suffi*
ciently marked in the Panjdb returns.
“ Q, 46.—In the promotion of female education, what share has already
been taken by European ladies; and how far would it be possible to increa^
the inteiSBst which ladies might take in this cause P
**A. 46.—The share taken by ladles belonging to missionary or, practi­
cally, secular bodies (such as the Association founded by Miss Carpenter)
has been, comparatively speaking, both great and successful. Their schools,
and even more, their visits to native households, have been both useful
and interesting. As so many ladies engaged in the education of native
females or in stimulating their interest in it by conversation are to be
exaniined by the Commission, I must not treaid on ground far more
worthily occupied by them. They have, generally, more sense and tact
in dealing with the question than men, thoi^h their usefulness may some­
times be impaired^ by religious over-zeal, ft would, indeed, be well. If
European ladies generally took a greater interest in their native sisters than
they now do ; but it is difficult to prescribe such interest, except under the
pressure of clergymen or with the stimulus of publicity, when there is a danger
of their motives being misconstrued. Ladies, like Mrs. Ross, Mrs. Steel, and
i^ ers, have exerted themselves as volunteers in the cause of various forms of
cjdTica.tion, and I hope that the day will come when every officio’s wife ,willfoon-
sider it to be her duty to study the vernacular and to cultivate friendly relati(ms
with the wives of Native gentlemen, which, in itself, will be an education to
both, the political as well as civHising value of which cannot be overrated.**
-The Director, however, considers that the “ Amritsar schools, under
the management of the Committee, and the superintendence of the Lady
Superintendent of the Normal School, are now taught chiefly by women, and
are no doubt useful. I do not believe, however, that these or any other schools
can be brought into a thoroughly satisfactory condition, till they ,are thrown
open to regular and systematic inspection, and this I trust may be arranged
shortly. The schools under the patronage of Bedi Kliem Singh remain in the
condition that has been frequently described in previous reports. They are
maintained from public funds, though some nominal expenditure from other
sources is entered in the returns. This is mppoaed to represent the value of
presents in the shape of food given by parents to the tochers. There have
always been serious irregularities in the management ot the^ finances.**

To reduce independent enterprise in education to a uniform level' seems

to be the great aim of the Educational Department, even where it is compelled
to acknowledge the cfficicncy of missionary or other mianagemciiv.
 ( 107 )
It seems also strange that the department is unable to appreciate the value
and opportunity of fostering female schools under the patronage of an eminent
religious leader of the people. I consider that the treatment of Bedi !Khem
Singh during so many years is little short of persecution. In 1871-72, when
accusations similar to those made in the above quotation led to the closing of
liis 108 female schools, i rei>orted that this view presupposes that Bedi Khem.
Singh profits by the arrangement, but the Bedi may be looking upon it as a great
trouble and inconveni(*nce which he has incurredmerely to please the “ Sirkar”
(Government). The statement that the expenditure i s ‘‘ ■and is
supposed** to represent the value of presents, in the shape of food, given by
parents to the teachers is unjust, and shows that the best and most tradi­
tional manner of remunerating a teacher, namely by food, is not considered to\
be an equivalent to the money grant of Government, as if food could be
purchased for nothing, and as if the teachers could live without such remu­
neration. At all events, the schools are cheap, numerous, and fairly populaf.
As purely Government institutions, they would be less so. Natives have had
public indigenous female schools, viz., at Delhi, but we cannot establish them
without misgivings. Natives may start a “ mixed school,’* but we could not do
so, except for infants, without incurring the risk of popular dissatisfaction.
Natives may put in a young Maulvi to teach their girls, but respectable^
“ patrons - of our female schools will not send their daughters to a school wheriS^
they may be seen by an oflScial greybeard. As for “ jobbery ” in schools un^
der native patronage, it is corrected by pujblic criticism, whilst the misappro­
priations in an of&cial department may go on for years with perfect impimity,
if their disclosure is likely to affect a prestige in which no one believes. Indeed,
I am not sure that a little nepotism would not be a sort of encouragement to
honorary native patrons, provided the public interests did not suffer, and,
I would myself rather appoint a relative of the patron op
a man with local influence, than an outsider.
I have, in the course of my remarks in previous chapters, sufficiently
indicated the course of reading adopted in indigenous female> schools of the
various communities. The story books for Muhammadan, Sikh, and even Hindu
girls are, generally, a pleasant literature. The former read the Kordn often
togetl^er with little boys, and Urdu or Perso-Panjabi religious books, stories of
prophets, &c.* The Sikh girls read the Granth smd other books in Gurmukhi, and
it is interesting to notice that in 1860 a book was already compiled by a Bhaifor
the use of girls in the form of a nJatechism on history, geograp%, natural
phenomena, household duties, moral obligations, <Spc.> telling them that they had
a queen, and why should a woman not be a ruler, as some native states had one,
and as sueh and such eminent women had existed in India, especially if she had
able ministers. Now, if there had not been any female indigenous education
among Sikhs, there would have been no object in publishing a book suited to
the comprehension of the little girls of that community. The Hindu girls
read Hindi prayer and religious 8toi*y and other bodks, some of which are
compiled in a superior style and yet suited to the readers. The instruction of
females, whether given by Gt>vemment, Societies or the indigenous teacher,
should be adapted to the particular caste or class that is reading, and should
preferentially be imparted by women making house to house visitations. At
present, the Government system of female education differs little from that laid
down for boys up to the I^wer Primary standard, beyond which native females
rarely study. I feel that, in order to give to this chapter an interest in which
it trould otherwise be wanting, 1 cannot do better than quote the opinions
of some of the witnesses M ore the Education Commission, it being always
borne in imnd that an adniiiable su g^ tion m&j he suitable to one class of
females and not to another. Miss Wauton, for instance, said
** I would suggest the opening of induatHal schools where some light I’cmu-
neratire handicraft, such as phulkdri, basket-making, knitting, lacc-
work, tape, weaying, &c., nught be taught to many poor women in the large
<^ie8, who wonld thus be enabled to e^m an honest livelihood."

*T b 0 or **bride’Hmirror,” ivritten by Bloulri Nnzir Ahmad on the plan of an English novel,

&mal« edaeatimi, h«» nvaoeiva* Icsu b readen. It k u bccu trausktiHl into
 .( 108 )
The following lemarks of Mrs. Mary Cliatterji are, of course, o f more
general application
“ In the first instance it is always best to utilise the existing agencies,
It i? best to select a pandit, a bhdl, or a muldna from the priestly class of the
community for which the school is intended. The man must be of unimp^eh*
able moral cliaracter, and possessed of social influence, and enjoying the Con­
fidence of the community. He should be, moreover, in full sympathy "with
the work himself, and, if not experienced in teachin*?, intelligent and teachable.
A school commenced by such a teacher, with constant and intelligent direction,
will have the best prospect of success. When the number of girls increases
and becomes too large for him to manage alone, he should be supplied with an
assistiuit. A young boy of good character and reputation, who h ^ studied up to
the eutrasee s t a n d i, may be employed for this purpose. H e would be useful
^ general knowledge and arithmetic. f*^il-teacl!^rs may b© ftlso
vm of by the payment of small sums o i money. Tliis wifi train the tipper
ehm toacK also prove to them the practical value of learning. I
have thk ^stem successful in Hoshiarpur.’*
There m seveml schools in ^he Panjab in which womm still teaeh the
8<^Qetimes to bc^h girls and boys. In other instances, both huaband
and wHe teach ^ e bc^» and g ^ tege^ier iu the Kordn schools; for imtubnce,
at Niwankot in thelianore district, Sg^akpiur, t h ^ are i^ei^such schools
(see Eeton» annexed to this rep<»rt), two are attached to mo^ues.
At aftot^r school in the same^ d ^ ^ (l&il^nral) a w^man teaches 6cK>ys
and 1 girl, for which she gets a eaeh pi^^. At Piu^ut
t h ^ i»e six Kordn sehooU so eonixiete4 At Wairowi^ Aimdtsur
the widow of a Gov^^imiest tea eto |^v«s gratuitous to 20 girls
in the Kordn. At B h d ^ t in the ISjamM IMstmt M m ia m t ZaifiAh iiuitcucts
10 girk in the Kordn, the ^*.Bah-i>M}at’* (road salvaliim)^ the “ Masdil*
Wxdu** (another treatise on rdigious tenets), and other Urdu books gratuitously
**for the sake of Qod.*’ A t Asant in Sesam e Bistxiot Musammat Hanaa,
daughter of Khawdja Bukhsh, teaches the Koran to 12 ^ Is .
Among Sikhs thare are also women-teachers. For instance, BhaAi, mother
of Ganda G^ngh, teaches GNzrmukhi to 40 girls of the A h lu w a ^ in t ^ r oum
homes at I'attahabad in the Amritsar district. So Dr. Hunter is right ill
stating that there is some education among our Panjabi women, who, n left
to teach on ind^enous Hues, improved, it may be, by wise and mH>btruidv®
su^estion, may not become unworthy emidators of the Hindu lady, the
Panditani Bama Bai Sanscrita. A Sikh lady the other day passed the
“ Buddhiman” or "ability ” examination in the Panjabi language and 1 ^ ^ -
ture of the Panjab University College, and others from the same eommunity
will no doubt follow her example. .At Eopar, there is a female Hindu
physician, Musammat Naraini Baidni, practising the Baidik i^stem o f medi­
cine.
There has been a decline in female teacjiing since annexation, for the
following reasons:—
(«.) Formerly the mother could teach the child Panjabi. Now, where-
ever the child learns Urdu, the teaching power of the mother is lost.
(b.) The wakening of the religious feeling has caused the decrease of
all indigenous schools, including those conducted by. women.
(<;.) Formerly a woman guilty of misconduct was criminally punished, so
that the safeguaros against it were strong, and there could be less obj^tion
to granting women more education and greater freedom. Since the introauction
of our law, adultery, for instance, can, comparatively speaking, be committed
with impunity, and the necessary consequence is that the male ^pulation
watches with greater jealousy any attempt towards emancipating the foinale
sex.
(d.) The female educaticoi given by us was avoided by the more f6spect^
^ le , bemuse it too closely res^i^ied that enjoyed by a doss, which, if not
 ( 109 )
criminal, to whicli our system is now reducing it, was not reputable, although
under the caste systein which prevents society being gangren^, it confined vice
and. made it hereditary, if not respectable. By educating women on any but
improved indigenous lines through their own priests, we run the risk of raising
false ideals ana ambitious which, by remaining unfulfilled, will cause the dis­
appointed to fall in the social scale and create a class of unfortunates from the
disjecta meMbta of the respectable castes, thus adding a most dangerous
element to the further social houleoersement which our denationalising system
lias already created.
(e.) By keeping the female schools in public places, and by always attempt­
ing, in spite of any| pledges that may have been given at the commencement
of the “ female education movement,” to inspect them, thus preventing the very
patrons of the schools from sending their own daughters to them.
fem ale education has, therefore, been brought into discredit with the re­
spectable classes by official interference, which has already done so much mis­
chief in the Panjab in various other respects, and which the boon of self-
government given at the eleventh hour can alone remedy, provided all officials
combine in a measure of temporary self-effacement for the sake of the common
good* What there remains of female education will either be strangled or only
nave an artificial existence and temporary extension by the rewards or scholar­
ships provided, if the Educationsd Department continues to in tern e between
the people and its natural progress. The recommendations of Bedi Khem are
deserving of consideration—“ The appointment of teachers should rest with
the people, for they only can best know what kind of teacher they r^auire.
tJnless the teacher possessei the confidence of the people, these latter wifi^ not
s e n d their girls to schools. The teachers must be men of thoroughly good
pifineilrles, pious and God-fearing, and, at the same time, learned enough to
disch&fgs thelf iroxk in an‘able manner. They may be either of the male or
female sex* the chief requisite bein^ that their conduct should be good;” and in
another place—'* Beading and writmg in the vernacular, a little arithmetic and
geography of the country in which they live, are quite si^cient. To attempt to
introduce anything new might, instead of resulting in good, produce a quite con-
tmty effect upon the schods. The little interest which ^ p l e have begun to
itL female education might receive a check, and the numbers, alres^y
smallr might faU still lower.” «
Then as regardi the efforts of European ladies—“ The disinterested and
unselfish efltorts they make in this direction lose almost all their value when
people consi^r that all thi« is done for the sake of the Christian roligion.”
these ladies were to exclude religion from their course of teaching,
w om en wocdd be attracted towards l^em in veiy large numbers, and would
li s t e n to all that is told them with greater attention, and learn all that is to g h t
th«ni with ^reaier eiunestness.” -
Fan^t Ishar Fershad' also notice that our bad system, bad mistresses,
and oceiw^nat misconduct (of some of the teachers and pupils) have retarded
the progress of female education in this province, which can only ^ o w
hedtmly with the W gely increased num W of educated men requiring
edu^atea wives.
The opinion of Miss "W. N. Greenfield may fitly conclude this chapter :—
“ In girls* schools, ordinary plain sewing, knitting and spinning should
be taught as well as embroidery. The Pau3abis are very fond of singing, but
I fear Government school teachers could h j^ y be e x it e d to teach that.
The multiplication table might be sung, a.s is the practice in some *bania *
schools.
“ Neither of the languages taught in the Government Female Schools in
tins disHct (Ludhiana) is the dialect of the people. Botji Urdu and jffhidi are
to themforeign tmtgue^f though the latter has more agimttf to Gurnmkhi than
the former. I believe this to be one reason why the si^hools already established
are not w u s^ u l or popidaras they might be. The people ask ‘ arc onr
to
 ( 110 )
daughters to become munsliis and do *naukri * that they should learn lirdu ?’ For
most boys, cdueation merely means Government or Ejiilway employment, not
increase of manliness and. intelligence, or increased fitness for the ordinary
duties of iifo. ‘ What then,* they naturally ask, ‘ do our girls want with
such education ?* Ignorant fathers and mothers naturally suspect schnethiiig
Imd in what is wholly beyond their comprehension, and the wildest stories about
the purpose of the Goreniment in teaching the girls are circulated and
believed.
Mindi, which is taught in five village ^$chooU in this district, is also ««/»-
telliffible to the children until they have made considerable progiess; but on
account of its being the character in wluch the Shastras are written, it is pre­
ferred by most Hindus, and we teach it largely in the city. But many of our
Hindu pupik ieam Gurmukhi also, and I should always prefer beginning toith
the latter, and adding Mindi when the pupils have learned th^ m e o f reading.
**I find that Gurmukhi readers mah$ niost rapid progress, because as soon
as they have teamed the alphabet a)id begin to join the letters^ they find that
they make sounds familiar to them, and every sentence read has an intelli^
giblemeaning. Little tales are fully appreciated, and by the tiine the First
Reader is finished^ the child is able to read at sight and appreciate any simple
Qwrmnkhi booky while the most ignorant parents lisiemng to the lessons spelled
out at home and recognising some o f their own trite proverbs or witticisms
encourage the Utile reader wiih a repeated *^woh wahV Whereas our
>Tlndi pupils labour throusrb the first recognismg only a few words
here and thire; the second* which contains short stories, is more comprehen­
sible, but still ten cent, of the words need explanation ; and there are
t e r y le w who ev«? pause t6 exijlain a Word or see that the les­
son is understood Every book brings new diHculties, not only in the subject-
^latter, but in long compound wordis derived from the Sanscrit, the meaning
o f which m i^ t be recognised in Provinces w h ^ fflndi is spoken, but is for
above the comprehemion of our Panjabis. I strongly advocate, therefore, that
in an village schools at least. Gurmukhi should be taught in order to open
the mlndb of the chilc^n, adding in the higher classes CJrdu for Muhammadans
and Hindi for the Hindus; and I feel sure that pupils so taught will be more
intelligent and make far more rapid progress than those instructed on any other
plan; while such as are early withdrawn from school will have ^in ed a powOT
of reading in their mother-tongu®, which will enable them at any time to carry
bn their own educati<m independently of any teacher.
“ I f the Indian Government pUrpc^ educating the masses of the people for
their ordinary avocations, and not, as hitherto, only a handf^ of boys for Gov­
ernment' service, this reasoning will apply with equal force to village boys*
schools. ‘ One year out of the school course devoted to Gurmukhi would be
quite sufficient to teach any boy of avera^ ability to read and write it well, and
3 Urdu weire then begun, side by side witli Panjabi, the teacher would reap a
gre&t advantage from having an awakened intellect to deal with a mind to
which words had begun to bear a meaning,
** Tlie objection made by some that there is no literature in Gurmukhi seems
to me a very superficial one. 3 f a large reading population be created^ a litera­
ture suited to its wants will soon spring up. "Vniat Urdu literature is there at
th^ present time that is not more or less directly the fruit either of Government
patronage or missionary effort ? And what is the moral tone and intellectual
itotus of the few native books of poetry and prose written independently of such
i^uences ?
**It must not be imagined that Panjabi is spoken in the villag^ onljr, and
that Urdu is spoken and understood generally in the towns. Par foom this be­
ing the case, all the lower classes, and the women of the higher, even including
such foreigners as Kashmiiis and Kabulis, use Panjabi as the medium for inter-
change of thought. Even the Government servants who talk high-flown Urdu
ia court often leave it at the door of their own homes and resume the familiar
colloquial. ^
 ( 111 )
“ Primary, schools for girls could no doubt be started without opposition in
every vilingc if it were the order of the Government, and the necessary funds
were provided.

“ (a.)—In a few places Sikh women will be found who can read and write
Gurmuklii, and should first he utilised. Where there is no suitable
woman, any respectable man might be employed as teacher for a time, but to
be replaced by a ^voman as soon as possible. Village schoolmasters might lie
encouraged to tcacli their own wives or daughters to fit them to take charge of
the girls’ schools.
“ (i/.)—-The monitor system should be introduced. If, as soon as a girl can,
read and write moderately well, s]ie were, while still under tuition, paid a small
sum for teaching the younger classes, the parents would soon see the advant­
ages of education.
“ Certificates of qualification to teach up to the different standards should
be given, and, by degrees, none but certificated female teachers should be
employed.
** If at the yearly or half-yearly examination, pieces of cloth or some sweet­
given to the younger, and books to the elder, pupils, it would, I
m e a ts w e re
think, be a wiser way of rewarding progress, and the m oneta^ rewards might
be reserved for the tochers.
“ The present Government series of Urdu Readers, while an improvement
on the past, leaves much to be desired.
“ The fcaida still gives too much time to the letters and their yaxious com­
binations, before beginning reading exercises.
“ (The Christian Vernacular Education Society has just made a step in the
right direction; and foUow^ing the most modem improvements in Bnglish
Primers, has published an Urdu Pirst Book, in which the letters and their use
in words are taught so gradually that the scholar knows many words, and can
read w^hole sentences, before the w^hole alphabet is acquiim. far as we
have tested this plan, the results are very satisfactory.)
“ The Urdu Pirst Reader, Government series, is too difficult to follow the
kaida and provides no spelUng exercises.
‘ ‘ The information given in the Urdu Beaders (up to the fourth), though
interesting, is not sufficiently useful or varied. Tor girls* schools especially,
where the children are so early removed on account of marriage, it is m ost
desirable that even the first books should contain lessons on fsmitationj the pre­
servation of health, simple remedies, and tales aimed at undermining popular
superstitions.
“ Pirst lessons in geogmphy, history, arithmetic, and letter-wntMg might
all with advantage be combined in a very simple elementary series for the use
of primary girls’ schools.
The ‘ Istri Shikshd* published by Government for the,use of Hindu girls*
schools is somewhat on this plan, bat the lessons are not well graduated, the
whole of the letter-writing and arithmetic being massed into the 4th, 5th and
6th parts, and the reading lessons have a very low moral tone. Indeed, it is
difficult to conceive how such a lot of ridiculous stories, thickly interspersed
with quotations from the ShAstras, could ever have been published under the
auspice of an enlightened Government pledged to religious neutrality.”
Perhaps a catechism founded on the Penal Code as the Government stand­
ard of morality might be approved by all parties.
“ Am on^t the higher classes, girls are so confined that the blessings of fresh
air and exercise are unknown, whilst funong the lower, they are the household
drudges almost from babyhood, and are neither fed so well nor cared for as the
 ( 112 )

boys. Should they be allowed to attend school in the morning, they must, on
returning home, cook the food, grind, spin, and nurse the baby, '^phile their
move fortunate brothers have leisure for home preparation of lessons, and play,
Jtdd to all this the custom of early marriage, which takes the child from her
lessons just when she is old ©nougu to appreciate them, and it wdll be evident
that a large amount of mental culture muit not be expected from the girls of
this generation. Should it be pressed upon them, it will be at the cost of injury
ta h ^ th and sacrifice of life.
“ Our experience in the Christian Girls* Boarding School goes to show that
much brain work cannot be done on ordinary native food; that a more generous
diet with plenty of fresh air is necessary to keep school children in health. In
institutions where this can be seciped we may look for a higher standard of
proficiency ; but the standard for city and village day-schools should be much
lower for girls than for boys.
**Both for girls* and boys’ schools, especially in the younger classes, some
vdrill exercise would be advantageous, but it should be given between classes,
not for an hour at a time, the object being to relieve the niuscles cmmped by
sitting, not to weary the children. Care will be needed in introducing this
into girls' schook, lest a fear should be cherished that the girk are being taught
to d a ^ t
“ Another point of extreme importance, which affects the physical well-being
of every student, is that the type of all clip b ook s should be clear and large*
The ravages made by small-pox, ophthalmia and other diseases upon th eey^ of
the natives of this country are patent to aH who live amonigst themt I should
think that fully 50 per cent, of the aduH population have defective sight, and
their sxuferings from ophthalmia during certain seasons of the year are most
pitiable. Home preparation for all the higher’olasses must be pursued at night,
and the flickering light of an ordinary ‘ diva* is ruining to the students* eyes.
It is therefore most important that no additional strain should be put on the
ey^es by the school-books being printed in a fine or defective type. No consider­
ation of cheapness should weigh for ^ moment in comparison with the pre^r*
vation of the blessing of good sight.
**K, instead of primers, the Government would have printed in each of the
three languages taught in the Province a series of about twdve large sheets
cqntainmg the alphabet, figures, and progressive spelling lessons up to the form-
of short smtences, and have them hung up in a conspicuous position in
ever^ p rim ^ school, they would serve the double purpose of prmiers and
writmg ctq>ies, and be in the end not more expensive than books. ^Hiis plan
would have the additional advantage of correcting the position of the ch ilten
during class tiine, as they would have to look up not down for their lessoli-
Stands for books in the higher classes are very desirable.”
 ( 113 )

G.~OPINIONS OF WITNESSES BEFORE THE EDUCATION COMMIS-

SION ON THE SUBJECT OF INDIGENOUS SCHOOLS IN THE
PUNJAB.

I HAVE extracted the following opinions on indigenous schools in the

Punjab from the answers of witnesses before the Education Commission in the
hope that such a course would not only facilitate comparison, but also serve as
a summary of the subject under enquiry:—
Pandit B h a g w a n D a s , the representative of H in d u indigenous schools in
the Punjab, deposed to the following effect:—
**These schools have come down from time immemorial. In Lahore and
Amritsar and many other small towns of the Punjab, native teachers called
JP6ndho8 give instruction in Hindi ‘ and Land^ ; many Sikh Bhdis teach Gur-
mukhi in their dharmsdlas; and many Pandits teach Sanskrit in mandirs and
in their ow’n houses. The maintain themselves by gifts and dona­
tions from their pupils, which are given on Sundays, or on religious occasions,
or when any new book is begun, and they teach according to their own choice.
There is no strict formal discipline in these schools; but what the boys learn
here is far more stmngly impressed on them than wliat they read in Govern­
ment schools, for the boys learn all the day long and with great interest.
There are no fixed hours of teaching-in these schools, and Pdndhas are generally
Brdhmans. Some are good Sanskrit scholars; others have but moderate know-
M ge, and know only practical ordinary things. A Univiersity College has been
established at Lahore to turn out competent teachers. I f Hindi and Sanskrit
scholars be encouraged by as good remunerations as the Urdu scholars are,
there will be a great improvement in these schools. By the introduction of
this foreign Urdu language, the people of the Punjab have not> been benefited
by the change of Muhammadan rule so far as education is concerned. > These
indigenous teachers would gladly accept grants-in-aid, provided that religious
education were to be given along with secular instruction. Of all these indi­
genous schools, Government gives grants-in-aid only to a few of the JPdndhaa.
If aid be extended to aU kinds of schools, of Tdndits as well as Bhdis and
Fdndhas, there is every hope that primary education will be greatly extended.’*
And in another place—
The i^ p le of the Punjab like that kind of primary education which may
help in their religious education; and this religious instruction can only be
given through Hindi and Sanskrit; and, as Hindi is not a subject of study in
primary schools, a large number of the people of India do not avail themselves
of this education. Only that class of people like the present sptem of primaiy
education whose parents and relations are in Government service owing to their
knowledge of Persian, or such persons who wish to prepare their cMdren for
Government service.
“ Tradesmen and merchants and those who choose such professions do not
care for the present system of education. They know that this education is of
no use to them, and it is mere loss of time to acquire it.”
Babu K h e m S in g h , the represeniative of S i k h indigenous education, was
of opinion that-r
“ Indigenous schools still exist in the proyince. In the districts lying west
of Jhelum they are to be found in large numbers. Their number 1ms decreased
with the advance of Government sehools, and they are disappearing wherever
these latter have been established to a large extent.
“ They are a relic of an ancient village system, inasmuch as their maintenanc i
depends upon the people. The teachers are paid not in cash, but in l^ d , by
buying a certain proportion of the produce from the land cultivators.
‘ Thw mean* the “ N&gari" character, never the Hindi rfwW.—G. W.L. ■. " "
2b
 ( m )

These seliools are of various descriptions, and tlie course of instruction is

different in each.
“ Schools exist in Hindu places of worship, such as Thakurdwaras and
J)harmsalas. Here instruction is given in Gurmukhi or Hindi reading and
'writin".
“ 2nd.—Schools Jn ^lasjids (Muhammadan places of woi’ship). Here the
Mullah teaches the' Koran' and occasionally a little Persian. The Kordn is
merely learnt by rote without meaning.^
“ 3 ,.(I.—Scliooli at the private residence of men learned in Sanskrit or
Persian whose fame has attracted scholars from different parts of the country.
These men give a thorough instruction in Persian and Sanskrit literature.
'While the former is read by Hindus and. Muhammadans, the priests and the
laymen without distinction, the latter finds its lovers only among Brahmans.
Other classes among Hindus very seldom take to it.
—Mahajani schools, where a Pandha gives instruction to young boys
below the age of 12 years in Hindi reading and writing, and the four simple
rules of arithmetic. i^Iental arithmetic receives great attention in these schools,
and those who liave come out of them ])cat ignominiously the best boys of our
public schools,
“ o#/?.— Other schools in which the instruction given is similar to that
imparted in Government schools have also been established, but these can Jbe
counted on the fingers, lloligious and moral instruction is also given in the
first four kinds of schools. ■ >/
‘ Vlnstraction given in the first kind of indigenous schools is mostly of a
religious character, ^nd hence is sought more for the comforts of the soul than
the necessities of worldly life. The ©rahmans who read Sanskrit in Thakur­
dwaras or from ordinary pandits learn no naore than is required for assisting
in the performance of religious ccrernories, &c. t their learning is confined to
a few mmitrh.
“ In the ith class of schools the Pandhas give an instruction which is of more
practical use than itny other which either private or public schools impart,
and it is therefore seen that in villages where a Pandha has started a school^
HtudenUfrom the Governmen t schools flock to himy notwithstanding all the efforts
of the aiMmrities and the teachers o f the Oovemment schools to prevent
them from so doing. Tlio Pandha is a very cruel taskmaster. He makes use
of corporal punishment in all cases of disobedience or neglect of duty. Wooden
])oards and canes are very libeially employed by him, and it rends one’s heart
to sec how severely and inhumanely he beats his boys.*
“ The fee is levied according to no fixed scale. A few pice at the end of
every month, food and other necessaries of life, such as oil, soap, &c., a rupee
or so in entering scliool, and subsequently at, e^ch change of class, or on occa­
sion of marriages, bivtlis of sons, are wliat constitute the fee paid by pupils, or,
in otlier words, the incomc of the teachers. lii villages these men are also given
a certain proportion of tlic produce at each harvest.
“ The master s are not selected from any particular class. The profession of
loacliing lias become hereditary, and it is more-by succession than by selection
that their places are filled up. Except in cases of men proficient in Arabic,
l/(‘rsian or Sanskrit, the teachers generally know no more than they impart
ir pn ,(ii^. Ko arrangements are made to train or provide masters in such
'(‘liools.

“ The masters would indeed very willingly accept aid from Government, and
he r(*ady to conform to tlie grant-in-aid rules. But the worst of it is thei*e are
^ Not quite.~(J. W . L. ,
I slionlf] like to know who franslatod Babu Kbem Singh’s evidence, as this statoineut is not oonsisteut
1 lial. 1 ku(/W Lo be the W. L.
 ( 115 )

none among them who can impart any other education than that w^hich tiier do
at present. There are, however, two ways in wInch it may be dond^ 1st, other
men, who should liowever, play a subordinate part, should be added to these
schools to teach geography, arithmetic and history; these men ^r their
sons might be induced to join Government and normal schools, to receive
instruction in subjects of general knowledge, and modern methods of teaching.
Assistance should be given to them when they return and supplement the
teaching of their fathers by instruction in otlier subjects.

“ The grant-in-aid system has not been extended to these schools: on the
contrary, every effort is made to put them down wherever they become the
formidable rivals of Government institutions.”
In answer to the question— Can you, from your experience, give the
Commission any information respecting Sikh indigenous schools in your part of
the Province ? ” this renerable spiritual leader of the Sikhs replied as
follows:— •
“ There is a very large number of Dharmsalas in the Punjab, especially
on the west side of the Jhelum, wdiere Bhais give instruction in Gurmukhi
reading and writing and the multiplication tables. The books used for reading
are entirely religious, and these the boys learn by heart. ISTeither geography,
nor history, nor arithmetic beyond the multiplication tables is taught iu these
schools.
“ These schools can be made of very great use by proper means.
“ Influential men of the districts might be induced to interest themselves
in the improYemeivt of these schools. The Ehais might be persuaded by offi'r
of scholarships and rewards and otlierw^ise through those wiio have authority
over them to send their children to normal schools, to tit themselves for giving
improved instruction to the boys who attend their Dharm?alas. The superior
Bhdis of to'wns and larger villages might be made Superintendents of the
smaller village Dharmsalas in their neighbourhood.* Assistance miglit bor
given to these Bhais by Government, the Superintendent receiving something
additional for his extra work.
“ The four simple rules of arithmetic, more particularly mental aritlnueti,-.
a general acquaintance with the geography of India, with a minuter knoi^ loduc
of that of the Punjab, and the history of their province during the Muhammadan,
Sikh and Hindu periods could then be added to the subjects already taught.”
Moulvi F a iz -ul -II asan , the representative of Muhammadan indigenous
education, thought that—
L “ For the purpose of ascertaining the exact number of the indigenous
ischools, a man should tmvel throughout> the province.^ iThe number of the
indigenous schools has greatly decreased dil-accbtmt of the Government schools,
and on account of the fact that the people pay much attt^ntion to the secular
education. The people of this country used to study Arabic and Persian, and
acquired proficiency in them ; but now-a-days the education in the indigenous
school is confined to a few parts of the Konvi and a few eleuK'ntary tracts (in
IJi'du or Persian) treating of Muhammadan Law and of religious tenets. There
are v^'ry few who study Arabic for the sake of becoming accomplished scholars.
The reason is obvious. The Muhahiniadans of this country being poor, cannot
support or spare their sons so as to allow them to pursue learning. TIk^
foundation of the Oriental College has given a new stimuhis to the study of
Arabic, and scholars from every j>art of .tlie country s’\vai*m to that institution
in considerable numbers.

‘ 8(h^my t'videnco before the Commissioti on (he sivbjiWof jnakini; isiors or Si'hocl,': iH-riixiicallv
iusiH'ot tl'.o Middio Schools which arc thoir u;i(ural foodoi-s, iieadinas'iers of ilululo School.'! siuiilarlv iasixrtin"-
the Primary S ch ooL s.-G .W .L . ’
- i r hf hi'hiiigs to t!io Educational Dcpartnu'nf. the od'oct of his visit will be the ilosfmction 01 huligep.f!'-
.Schools, «v •iuch, to judge I'roiii tiast exporioiicc.— G. W'. L.
 ( 116 )

2. “ In the mosques the Koran and religious tenets are taught, and in some
schools Urdu and arithmetic are also added. In the Persian schools Oulistan,
JBostarii Z^uleikhay and Sikandar Nama, together with composition, are taught.
In the Arabic schools, Arabic Grammar, Logic, Muhammadan Law, Hadis and
Tafsir and Mcr \ Philosophy are taught. Some teachers teach in mosques;
others keep schools in their houses and live on fees, and some of them are
employed by isome rich men in the villages; and the Maulvis generally teaching
Arabic teach gratis, without any compensation. The pupils attending these
schools, when they are not natives of the village where the school is situated,
live in mosques, or they ''re supported by their teachers.
3. “ Those teacliers whose profession is to teach, and the Mullahs of the
mosques, take some fees from the children of the rich men, but the amount of
fees is not fixed—sometimes paid in cash, and sometimes in kind. The poor
students are not compelled to pay fees, but, on the other hand, are Supported in
some cases by the well-to-do teachers.
4. ^‘ The teachers of these schools are—^(1) Mullahs of the mosques who
conduct the prayers; (2) those whose hereditary profession is to keep schools;
(3) Maulvis who know as a part of their duty to give instruction in Arabic
Gramrnar, Muhammadan Law, Hadis and Tafsir. Their qualifications are suffi­
cient for the standard up to which tliey are required to teach respectively.
5. “ For training or providing masters for these schools no arrangements
have been made.
6. “ The teachers of these schools should be induced, by giving them some
monthly allowance, to teach along with the Kordn and Persian some useful
Bubjects, such as arithmetic and geography, according to the Government
educational scheme. But it is necessary for this step that the conisent of the
fitudents and of their parents should be first obtained. The students who l^arn
Arabic up to the high standard and want to become Maulvia do not pay atten­
tion to the sciences and arts taught in the Government schools and colleges.
7. “ I am not sure that th^e teachers will readily accept the State aid, and
conform to the rules under which such aid is given. The experiment should
be tried on a more extensive scale than it has hitherto been done. Those teachers
who teach without the expectation of any compensation, and those who teach
religious books, will hardly like to lose their freedom and to conform to the
grant-in-aid rul('s. They also fear that, with the acceptance of the Government
grant, they will be compelled to teach some subjects which will Interfere with
religious^ucation.
8. “ Up to the present time the grant-in-aid isystem has been unknown to
the people in general. The rules of the grant-in-aid system are unnecessarily
strict, and do practically discourage the extension of that system.”
These representatives of the Hindu, Sikh and Muhammadan learned
classes and priests wpre followed by the Head of the Anglican Church in the
Pimjab, the Eight Reverend T. V. F r e n c h , D.T)., Bishop of Lahore, who gave
the following valuable testimony, which corroborates the statements of the
preceding witnesses:—
“ I have pretty often seen and visited Muliammadan schools in mosques,
and Ldlas’ schools in the neighbourhood of temples and in bazaars.
“ The former, especially in the Yusufzai country, had in many cases able and
zealous tcach(.rs, industriously teaching theology and the Koran, logic, gram­
mar, some little of law, history and mathematics, as also sonic pOetry and moral
philosophy. Between Multan and Sakkar there seemed a number of fairly
good indigenous Muhammadan schools ; but in the X41as’ schools very little
seemed learnt but a smattering of Hindu poetry and good arithmetic.
“ It is, I fear, very doubtful whethisr the former would submit to inspection,
unless there Avere great freedom allowed as to the particular books, a certain
 ( 117 )
standard being required of reading and pacing, intelligent paraphrasing and
rendering in the vernacular, dictation, arithmetic, principles of morals, elements
of universal history, and the like.
hetter class o f Government books, becoming popular and accessible, and
thoroughly idiomatic^ ought to win confidence^ and to be adopted {iti the course
o f time) by pupils and teachers in indigenous schools. At any rate, a scheme to
this effect might be proposed, and would seem worth trying. Whether accepted or
not, and whether successful or not, it would be something that might fairly be
set against the large number of Mission Schools availing themselves of aid ren­
dered by voluntary agencies. - ^
“ &>me o f the best teachers in the worlds I should thinks are some o f the
Sindu fakirs {Sunydsisf Jogis^ and the like, domg Q-uru^s work ; but they teach
nothing at present but their own philosophies and religious systems. I am
afraid these travelling teachers could inever be tamed and disciplined into any
sort of order, or made to fall in with any Govei*nment system of education, un­
less it were in such large institutions as that three xmles from Eohtak on the
Delhi Road.”
Tl^e Reverend0 . W . F o r m a n , D.D.^theNestorof Anglo-vernacular schools
in the Punjab, is in favor of encouraging the MdhSjani and Gurmukhi schools:
“ There are many Land^ or Mdhdjani schools in the provin^^, where the boys
learn only arithnj^etic, account-keepingj and reading and writing bills in a charac­
ter used for no other purposes. Reading the vernacular iu the Devi N d g^ , of
which Mahdjani is a modification, might be added to the instruction now given
in these schools, if inducements w «e offered to the teachers to learn and teach it.*
Again, I do not think Persian should form a part of primary education for the
masses as is now the case. Nor that Gurmukhi and Hindi schools should be
entirely ignored. I would teach t|ie-ohMadteiC, and dissect which is most d^red
in each place. The truth iSy cts yet we have no system o f primary education,
properly so-called, in the JPvAijah. The scheme of studies in what are called
Primary schools has been adopted with reference to its filjness to prepare boys
for secondary education, rather than for the work of life.”
Pandit I s h a r P a r s h a d , the representative o f TIka id e d Schools in the
Punjab, who, for the last 14 yea^, has given more than a third of his salary as
well his time and the gratuitous teaching of his brother to an Anglo-Sanskrit
school at Lahore, under every discouragement and even persecution by the Edu­
cational Department, as has been admitted t>y Government, gives the following
singularly clear and concise aocpunt of indigenous education in the Punjab
among the various communities
“ Indigenous schools, though fast decaying under the (to them) baneful
influence of the Government system of giving remunerative education almost
gratis, still exist in large numbers in this province s though the number of
pupils receiving instruction at these schools is, from varioits causes, far less
than those at schools of the modern fashion.
“ The following are the principal (passes
Maktabs ; 'B&ndhas (or C h a in s); Masjids ; JPathshdlas (where Sanskrit or
Bhdsha is taught); JPaiJishalds and Hharmsdlas for instruction in Giirmukhi;
Pdtidits ; Bhdis; of only Theology (Hindu and Muhammadan) ;
teachers of the native medical science {Hindi and Persian, or Yma/iii it is
called); teachers of Astrology.
‘ ‘ Besides these, there are a number of private schools, not aided by Govern­
ment, that are conducted (on a larger or smaller scale) after the modern fasiiion,
e. <7., several in Ijahore, one in Ludhidna, one in a villa^ near: Lahore, and
sevenil others here or there.

’ This is already done iu soiuo o f those schools.—G. W. L.

 ( 118 )
“ The following is an abstract description of the subjects of their instruc­
tion, &o.:—

Clast o f ingtitutioD. Solijecto of ioBtnteUon; ita charsctar; and diaoipUne Pees. ClsBseB from which teach •
in Togue. era are selected.

Maktabs These toe planes of ioj^traction in Fenian Banging from a few an­ The -teachers were
reading, writing, and ocmip^tion, and a nas to as many rupees. (and are) gene-
little ox aritlimetio; the popils of anpmor Before Ck>vemment rally Muhammad­
schools (thoagh these schools have now schools came into ans, though occa­
been c l o ^ in great, nwny cases) are supe* vogu% Persian teachers sionally tSso Hin­
rior to those of GoTernment schools in were sometimes paid dus. These teach­
de^ness and sonndness of their k n ow le^ as much as fis. 26 or ers are not selected
of Persian, and are also generally more in* Rs. 30 per month for by any one, but
telligentthan the pupils of the present teaching the sons of open and conduct
schools where cramming is in rogue. At* wealthy men at their the school at their
tendance extends over the whole day; pupils houses, where the own option.
are sent to call the absentees; misoondnct teacher was allowed to
and absence are corporally punished; spe* teach other pupils for
cial attention u paid to the impils’ conduct. smaller fees. But even
I have pe^nally known students o f these at the M a k ta h a , i. e.,
old'fauioned schools (beiiw tefuhers when the teacher’s own
I saw them), with whose ^ pth o f know* house, a fee of Rs. 4
ledge of Pwsian the present M. A.’s could or Bs. 6 was not an
bear no comparison. uncommon thing. In
Arabic literature was also taught in some ^ e smaller Muctabs,
instances in the Mahtah*^ though higher food also forms part of
instruction in Arabic literatuke, ]^slo; the fee; also a snuJl
sophy, logici was given by _ cash present and food
teMlim, some c f whom atill surviv^ on w e occasion of a
mnrriage in the pupil’s
family; a present on
his commencing a new
book; also one called
Id*t on every great
fair day.

PiBdhM bt» toaehen d or fom The fee is genftTtklly a Th® Pindhas were
of writing which is used by tradier£^
These teacn or LanM o tM ^ ^ a u i
characters, in which (in the ragpective
r ’ce (I- anna) per week;
(or more or lees)
loaves per month in the
either Muhammad­
ans of the £ a -
wal clasa, or Hii\«
v«naculars of the particular traders) all case of Muhammadan du Brahm ans.
their correspondence is conducted and ac­ Fdndhas, and certain The profession is
counts kept; oral multiplication tables, quantities of flour, ke^ almost hereditary.
ordinary (1 to 10) + (1 to 10) ; superior in the case of Br^man
or called 6am ffjrarai (11 to M ) + (11 Paadluu ; a cash pre­
to 30) i fractiond (1 to 60) 4- AlJ* sent on ^ e commence­
Si’, 4|, and 5|, &c.); some fractions into ment of each ^n^es-
fractions— g .. I f + l i ; l i + 2 -J; 2 J sive step of instruc­
+ 3i , &e.', account-keeping (and the tion, on the occasion
most importent o f all) small petty sen­ of a marriage, birth of
tences, resembling verses containing some a son, on the comple­
very useful lessons of every*day life and tion of the course, on
morality; also dart, gurs, Ac. The the important fair
, pandha goes round every morning to days, &c.
collect bis pupils, and thus there are
almost no absentees; attendance extends
over the whole day, the pupils being al­
lowed to go home at Mo«t mid*diyr for
mocm^meaL
Corporal punishment o f several kind* is
a^iiustered for absence and miscanduet
at scbool or at home, unlike our present
schoolmaster, who has nothing to do witfa
his pupils’ conduct at home.

Masjids or Mosqoes Most Masjids, which invariably exist in The fee consists o f loaves The teacher is gene­
of the Moham* all larger Muhammadan villages and on particular days and rally the Im^mof
madana. Muhammadan localities of townsand cities, smdl pecuniary pre­ the Masjid, though
are attended by Muhammadan boys, and sents on some occa­ sometimes a sepa­
occasionally girls. The pupils are gene­ sions, which latter are rate person.
rally taught here to recite the Alkord* ; much rarer than in the
though in some exceptional ca.ses Persian caseofMaktabs. Those
is also taught; in some Masjids higher receiving higher Arabic
Arabic literature, Ic^ic, philosophy, theo­ instruction are gene­
logy, &c., also form subjects of instruction. rally those that have
The majority of our old Arabic scholars dedicated their life to
have received instruction there. knowledge, and as they
are poor in the major­
ity of instances, they
pay no fee, but in some
instances even get their
food at the mosque.
 ( 119 )

CI>8« of instltation. Sobjeete of iastractlon; its cbanctor; and disciplin* Fees. ClassM ftrom whteb teaeh-
in vogue. ere Me »elacte<i.

Pathshitlas i.e., a At these small schools (which have very In thecb schools in­ Teachers in these
place of reading) greatly decreased) the pupils were taiight struction nsed to be used to be Br^h-
for Hindi (or reading and writing in Hindi character, given gratis, the teach­
and recitations of Sanskrit relinoos books, ers receiving occasion­
Icrit. They have sometimes turned out good ally support from some
scholars of Sanskrit and Hindi. A litUe charitaDle influential
o f wthmetic was also occasionally taught.
The sons of Brahmans, who form the
majority o f pupils here, receive also in-
Btruction in the performance of religious
ceremonies.

Path shalas for Pun­ The pupils are here taught to read and write A small cash fee and Bh^is or religious
ja b i or Gurmokhi. in the Gurmukhi characters; to recite the sometimes loaves are teachers of _the
religious hooks of Sikhism, Bind occasion­ taken from the pupils. Sikhs.
ally of Hinduism.
These are the only true places of primary
instruciion in the Punjab. The pupils
learn to read and write a little of arith­
metic, and receive some instruction in re­
ligion, without the least detriment to their
worldly pursuits. Younger boys wiU at­
tend for the whole day, while the elder
ones will attend for some hours, and, devote
the rest of the day to learning (or doing
the'work of occupation to which they be­
long, or which their parents desire them to

E
ursue in after-life). (These, too, have,
owever, suffered to a great extent from
the Munthi and Baboo-msidag system of
Government education.)
Properly handled and fitly encouraged they
could take an im^rtant place in a true
system o f tudoiua educaidim. )

Dharms^las, or re­ Besides the fulfilment of the charitable Very small, if any, fee is The kee^rs of the
ligious places re­ purposes for which these institutions are chained here. institution who are
sembling monas­ designed by the founders, instruction is generally BAdit or
teries. also given as in the last-mentioned case, Granthia and oc­
religious instruction receiving more at­ casionally Sadhus.
tention here than in the other.

Pjindits Instruction, in what may be called classical No fee; on the contrary BriOunanSi
Sanskrit, Grammar, Poetry, Logic, Hindu food is sometimes given
Law, and Metaphysics, is given by Pfodite to the pupils who in
(who are themselves deep scholars) atiheix return do every kind
houses. of service to the
teacher.

Bh^is . Giving instniction as in the last-mentioned No fees . . Bhaifl.

case to occasional students at their houses,
in the higher subjects, which, however,
are fewer than in tiie last ewe.

Teachers of only In Sanskrit, Vedantj Shastras, &c., being No fees Pandits and Sadhut.
Theology (Hin­ the subjects of instruction.
dus).

In O ufwuihi, translation of the Sanskrit No fees Bh£s or Granthis

higher works of theology being the sub­ and Sadhus (very
jects. generally).

Of only M nham ma^ Iheology and Mu­ No fees Maulvis or Kaxis.

hammadan I aw .

Teachers of the Works of the Hindi or VaHUk tjttbum ... Hindi pbysidans.
Native Medical Works of the Persian or gjetem Servioe Hindu and Muham-
Science. Biadan physicians.

Teachers of— Native Astronomy and Astrology of the Servioe ]IUiida Astrol<^ers
Hindu system. ^ nerally Br^h-
BMUia).

Native Astronomy of the Muhammadan sys­ Servioe Biadn or Muham­

tem (though comparatively with the last madan Astrologers
case very rare.). o f that system.

“ As these indigenous schools are private, and do not form any part of a
system of national education (whicli itself does not exist at present), no arrange­
ments have been made for training or providing teachers, for them.
 ( 120 )
“ These schools could be turned to the best account, if a true and solid basis
could be established (in the face of opposition which proposals for it are certain
to meet) for national education.
“ The most important citcumstances in which this could be achieved are
these,—transfer of the entire management of education to the people; the sub­
stitution of friendly advice for ofificial interference, in such a way that the
advice might not be mistaken for interference; encouragement to the people to
take interest in the improvement of education; laying down lines (but no
more) which the people may be expected to carry out with the particular
measures that they may think proper. Under the rules in force, very few
masters of ^uch schools could receive, or perhaps even would accept. Govern­
ment aid. But, under a modified system of grant-in-aid rules, <^e masters of
most of these schools would gladly accept such aid. But much in this matter
dependi upon the nature of the rul^. For instance, native theology, philo­
sophy, Wtrology, and medical science, are looked upon with disfavour, being
supposed all of them as false and therefore deserving of every discouragement.
Without going, however, into the question of their merit, in comparison with
the western sciences, I do not think that many unbiassed reasoners would hold
that a native theologian or physician is not far superior, and far more useful a
man, than oii^utterly ignorant of God or a quack doctor; and thus I would
consider th ^ even instruction in such su b j^ s (though distasteful to many
Englkhmerf>/sh<^dd not be excluded by the rules from Government support,
at least so^l^g as people are not convinced of the superior merit of the western
sciences.
“ Properly speaking, the grant-in-aid system has not been extended at all to
the indigenous schools; but many of the indigenous schools have in large towns
been either merged into the departmental schools, or affiliated to them as
branch schools, to swell the num W of the pupils of such schools. ’*

We now come to the eyidengfe of Sikh Sirdars.

Sirdar A t a r Sin g h , C.I.E., Chief of Bhadaur, says:
“ A few indigenous schools dp still exist as a relic of the past. Religious
mendicants of the Udasi or. Nirmala sects, Sikhs, Pandits, Pdndhas and Baira-
gis, in some places teach Sanskrit or Gurmukhi. They give religious instruc­
tion, and teach reading and writing. The schools of Pdndhas for teaching
mental arithmetic and the Land^ character, in which the Banias keep their
accounts and correspondence, exist in greater numbers. The Banias and Khat-
tris, whose sons generally attend these schools or those of Muhammadan MuUdhs,
pay the Pdndhas or MuUdhs a rupee on the occasions of marriage or birth of
sons in their families, and one or two pice every week. Besides feasting them
on festival days, each pupil in turn provides them with food daily. The Indi­
genous schools are of three sorts, ;—
**1. Those maintained by opulent people at their houses, for the education
of their children.
2. Those schools which are self-supportaH|^ by means of fees, &c., as de­
tailed above.
“ 3. Charitable schools, in which Fakirs or religious men give religious in­
struction gratuitously.
“ The MuUdhs generally teach Karimay Gulistm^ and BoataUy besides
the Kordn to the Muhamm^ans. JPunishments o f a light nature are awarded
a^cofding to th^ desire o f parents.. The MuUdhs of higher qualifications have
generally become teachers in Goverimient schools, and the few that are left are
^generally men 6^ superior attainments.^ Among Hindus, men of inferior

* This, ^remembered, is ihe state^jient of a Sikb Sirdar Mubammadan teachers.—G. W. 14.

 ( 121 )
castes dan neve? become teaclaers; while among MuhainmadltoEi, r^ ^ ou s men­
dicants, weavers,^ barbers, oilmen, can and do become or teachiBrs, if
they bare tbe reqiusite amoiwit of learnijpLg.
“ The qualifications generally of teachers of Indigenous schools have dete­
riorated, excepting of those Pandhas whose stodc 6f knowledge had never been
high, and consists of the muliiplication-tables, a few arithmetical formul®, and
writing in the Land^ character. Another class of JPaijdl^ or Pind^ teach
astrology and religious observances to Brdhinan la ^ . There are no arrange­
ments for the training of these teachers. Whatever ttiey have learnt from
their teachers they teach in their schools ; the system do^ not improire. The
Indiffemps schoQk w e capable o f i^r0p0m e»i and esiension by
meam o f and i^oper impecMmi, Teachers w<mld wUlingly take
aid from the State and cmform to the rules that may be prescribed. In my
part o f the country y 1 hq.m not heard o f m y grantdn^aid bmng given to Indi­
genous achoola**
Sirdar Kahwar BiKEAMA S i n g h , Ahluwalia, C.S.I., staites:
“ 'There 5u*e not so many of these schools now a» there used to be in former
days. In th^e Indigences schcmls, a little gran*mar is taught, and more atten­
tion is paid to reading and writing, in order that the stu4eirt flasiy become com­
petent to read religious books and dischargie his religious duties, to read and
write lettersj arid jpertts^ and uAdferstand boois in ^hefial. The teacheis are
theniselves deftciehlfiri i^hm etic, a^ the students froni iiiese schools generally
have to resort to the schools o t tliie VHndhaa fe learn arithmetic, whoSe special
*work it is to tefwjhj arithmetic, ^ e ^ t^ h e rs are also ignorant of geography and
Ithe different arts an0 scie ii^ . tChere is no systena ob^rved in these schools.
The teachers tpan^ge^thefti as ^they think beat* Theie is no fixed toI© about
fees either. In tfe^e Persian schol[ds'^ ^ e teachers arrange to realise fees, varying
from 6ne anna-td onfe per' from the p ^ n ts of th(6 sttidents.
In some cases, they are satisfied'with securing their meals only from the stu-
denibsi The fetes are thias realfeed iii various waySi ' children aye sent
to the Hindu Pathshdlas ; such as ^ s h to bewme P&naits ^eriemlly go to a
popular P4ndit to pros<^utfe - thdi? studio Uiider Wm. Instead of paying fees,
they render Mm services itod go on studyiiig. ¥hey sometimes support them­
selves by charitable ddnati<>hs to the. PathshdlaS; otherwise they go a
fv^i s^d flom from Hindu houses, and tbi^ su|)port them^Iv«9. On occyions
when ffindiis give a/w&f money, clothe, &c., aa teiijgfidiM offerings,. these
students have tliei^ s^ re sdso 3^he fee in the sohQols of the Mdndhas,. where
arithmetic is taught, is a pice a week, bes^ides wh^oh the students have to pro­
vide the teachfei* with lus daily meals by turn. tijiei» is a marriage in a
student’s house, he has to pay a rupee to the teacher. They have also to pay a
rupee w h ^ t h ^ ^ ^ laSv ehdui^ iw comiiaeiii^ names, a
rupee when they commence rule-of-three in arithmetib. ’
" There b no rule for selecting teachers for the schools for l^uhammadan
children; ^n/m an possessed o^ comg^tent knov^i^ij^.caE set hii^self lip aa a
teacher. The'$Cindu Pathshdlas are Kept up liy'B rahnu^ alone,, such a« are
well versed in the subjects they are required to teach, ilie I’dndhas ai^ geher-
^ y Jrom sbBawftls, ^tdiBr^hman#. As
far at I am a^i^cthere^M ao »ysteni obs^ved as iregards t^e course of studies,
or. thfwel^ttp® of tea^i^s,x^ 8chT6ols. I f the t^^heirs ape allowed a
g ra ^ ^ ^ 4 m should t^ach in acco^ u ee m th the
lat l^e e^zandhatl^i^'j^suid if they a ^
crowed to retain thfele^ i|h€^'7eal^ thes^ sohoo]^ can be. ‘t^ieed' ou a ^tisr.
factory fo q ti^ withs^ie]^ little ex|)eBfle Th^ teaidb^ wof^^J^glad to aicc^pt
aid from Goveriui^t>si.s^^ ito QoiUply witii redes issued^ by
Government.” * '

* Quite 80 ; there oagfat to be lu^isaste cr te3cbin|r monopoljritnon^lifibttiiiifiUbafi^^,

impetua to - eo3«^ueane «i‘ ]^thso»>^ni'a«gseb, 'when'a
ofaUd, fn^a«DliB^,a (uibopt '
* l t will be seen tiiat all non-departmental witnesses as to the teiu:{bers 6f Indigenous b<^toIhavailing
tiiemselTes of Ooremme^t aid, especi.8lly if the Qiantrin-ai^ R uIm w^re rendered 1 ^ obstractim^-^ "
 C 123 1

Sodi Htjkm Singh’s evidence is particularly valuable on the subject of In­

digenous schools, to which he has evidently devoted attention t
“ Indigenous schools larffely exist m thepfovinee. They are of the follow­
ing kinds :•<—
(1) Maktabs and Mac^aas.
(2) Pathshdlas.
(3) Pdndhas* schools.
(4.) Sikh Bhdis’ schools.
** In Maktabs and Madrasas, reli^ous and other instruction is given to the
Muhammadan students in Arabic and Persian. These schools are chiefly kept
up h j Mulldhsva mosques or in their o i^ bous^. A small fee. is paid to the
teachers by scholars. In Pathshdlas, religious and other instruction is given
to the Hindu students in Sanskrit and Hindi. These schools are chiefly kept
up by Fdnditft in Pathshiks, Hindu temples, or in their own houses. No fee
is generally charged to students, the teachers of such institutions being sup­
ported by private subscriptions in cash or kind. In Pdndha schools, account-
keeping is taught in lioid4 characters to the students, whose parents pay
a small fee to the teacher. Such schools are generally kiept up in the private
residences of the Pandhas. /
*Vln Gurmukhi schools religious and other instruction is given to the Sikh
and other students. Such schools^ generally exist in Dharm$alas» A moder­
ate fee is ^ id to the teacher, in cash or k in ^ ^ **
**No arrangements have been m ^ e for training or providing mastera in
such schools, by the Edocationai Department ; but t ^ Punjab University
C oll€^ has of late turned its attenUon towards t l^ subject.
I f these Indigenous schools be ajQUiated to the I ^ ja b University and
bro% ht under the grant-in-aid system, they can be turned to good account as
pwt of a system of national education.* I am sure the masters of thcHeschools
will be wifiing to accept State aid, and to conform to the rules uiider which
such aid is given. The grant-in-aid system has hitherto been almost exclu­
sively extended to the Christian Missionary schools, and to no others in this
province as far as I know, except that GovemmeijLt pays a certain amount to
the Punjab University College, as a sort of gi»nt-in-aid.* There is grmt room
to extend the grant-in-nid system to other Indigenous schools in this province.’*
And elsewhere: “ The Pandits, PAndhas, MuUdhs, and Bh^fs are the private,
agencies which ^dst in this Province, and which can be i&tUised for pnmsitf
instruction with very little cost to Government.”
Sirdar Gvbdial Singh, K. C. S., Assistant Commissioner, H ushii^ur/
gives the foliow ^g testimony ’
“ It.ife very diffi0uH to state exactly the extent to which indigenous schools
exist ; but in almost all the principal v illa ^ , where there is no Govemi&ent
school, there is some sort of indigenous private schools, .^hey are generally of
the following descriptions:—
“ (a) Private teachers employed by some of the rich inhabitants of the
for the education of their sons, who, as a rule, ^ allowed to
the sons of other people also. G^erally, they t ^ h Persian or
Sanskrit. Such schodls are very i^ure now, but they Were very com­
mon before the Gk>ve^ment Schools had been established all over
the country, and are st^ to be fotind in Native States.
**{b) The arithmetic schools, Vhere P d n d ^ t ^ h arithmetic (mentally in
most'parts), a^d the Hixidi or Land^ alphabet; in which the boys ioiake

^ This dutjr flfaooid be eatarasted to tlie Loe^ Boards woticuig tri^ the Senate of the t*nnjab (Ttiireraity in
acpotdance with the principles of its foaodation.—G. W. L.
* The Sodfai Snfaib explainei in hia eiVM»>exainioation h o# small, eomiiantirely speakings this gt»nt mu.
Jndred, it bas not hitherto asioanted to a third o f the aniMial expenditure, Mid » l ^ e portion oif it hM. bmn
devoted to GoTemment instita^ons or objects.—^ . W. Ii.
 ( 128 )
no furtheip progress than , writing names. Such schools are very
common^ and are largely attended by boys of the tmding classes.
“ (c) The Mulldhs of the mosques, the Pdndits of Thdkurdwdras, and the
Sadhsand Bh^is of the Dharmsdlas, who teach the Tillage boys.
They give them mostly religious instruction, but they also teach
them to read and write in Persian, Sanskrit, or Gurmukhi characters,
and in many instances give them a fair amount of instruction in
these languages.
“ {d) The schools of the higher orders, such as the Hindu schools of Ludhi­
ana and this Mussulman schools in some other parts of the country.
With this class I am not personally well acquainted.
**The discipline is harder than in the Government schools, but not so regular.
In many instances pupils are employed as servants. For slight mistakes they
are* occasionally severely beaten, whilst it is not an uncommon sight to see the
boys employed in the menial service of the master, instead of in reading.
“ The masters are supported by the community, by means of e-ontributions
paid mostly in kind; but no fixed fee from boys is demanded. Their parents,
however, give p la n ts to the teacher on the principal festivals and on occAsions
of marriag(‘s, births, &c. The masters are selected generally’ from the Mulldh,
Pandit, and the' Bh4i class, and are as a rule of very moderate attai?mients;
but occasionidly good Arabic, Sanskrit, and Hindi Scholars are met with in this
class.
**There are no special arrangements for the selwtion and the training of the
masters; but the education the Mull&h. and the P&ndit, class is now receiving
<»nnot fail to have its beneficial effect on the indigenous schools. The Punjab
University College, through the Oriental College, is thus rendering a very good
service to the cause of ^ucation in this way, as well as in many other ways.
O n ly b y giving grants-in-a-id on liberal terms can these schools be turned to
gO(M account, and not by ahaorHn^ them into the standard p ‘ rimary acJtoolay as
ho9 been done in so many instances. Mo^t of the masters are very ^nlling to
accept Btate aid; and the extension of education will help the people in finding
such mastere as would be able to conform to rules laid down by Government.
Thefe is laige wwn still for the grant-in-aid system being extended still further
to such schof^*’
Siidar Singh depose as follows:—

“ It is n o t easy, to say the e i^ t extent of indigenous Village schools in

the Punjab. There are no statistics, so far as I am aware, on the subject, aiid the
Director of Public Instruction in liis Reports says: Now-a-days popular ew^ca-
tion in the Punjab does not take the indigenous .schools into account. T&ere
were, how ever, 3,461 indigenous schools in 1857-58, as shown by the Report for
that year, and there is every ground for believing tliat the numbeir of indigenous
schools now may not be less than what it was a quarter of a century ago. In
nlmost every large milage which does not possess a Government or Aided
p r im a r y school^ there is &!ie or tmre o f these schools, and sometimes they are
f<mnd io einist together mth the primary schools. These indigenous schools
are to a great extent remnants of the ancient village system. They formed
an essential part in the economy of every well-established villa^ in olden times,
and they have come down to us from those times. They may be divided into
three classes.
1 the Pdndah schools; 2, the schools; and 3, the Bitdi schools.
“ The Pandah schools are attended by almost all classcs of people, specially
Hindus as well as Sikhs. The subjects of instru^ion are readmg, writing,
mental aritlsun'iic, and a little book-keeping. The imitruction given in these
schools is of tlio utmost practical value to villagt^ morehants, patwaris, money­
lenders and othi'PvS, and conseqneutly wc see them attended in some iustances
 ; (i z m )

by so many as 200 boy a. These stthook are held in some public pla^ie of the
viBage, or ia a shop, or ait the houses of the teachers themselves.
(2) “ The MuMh schools are held in mosques The subject tai^ht is
the Kordn, which the boys are made to repeat without knowing the meaning.
Sometimes a little Persi|n is dlso taught, and wlien the Mulldh is a learned man,
as is seldom the case, h$ teaches the higher brandies of Persian and Arabic
learning. i
(3) “ The Bh^ schools are held in Bharmsilas, where Gurmukhi books
are restd ax^d taught tc| them. There is no regular system of fees. The teach­
ers are p$id both in cash and kind, according to the circumstances of the
parents of the studenis. Small paymefnts are also made on certain festiyals,
and on admissions and J^ronnotions. The system of discipline is very lax, save
that in these schools |great consideratioi^ is paid to the teacher who is held
by the boys in the higl^st respect. Tliere is no classification of students, and
in one s cW l the same book is oft«Sn read by a dozen different boys in a dozen
different places. There is consequently great waste of teaching power. The
teachers in these schools am not selected, bui ar^ hereditary, their, qualifica­
tions^ are of a very inferior order, genera^%^speaking, aad th^y cannot travel
beyond the i^lgect® th ^ teaph. They belongstothe sacred plasses, and there­
fore,. though their remuneration is not high, uiey are treated with respect. No
arraiigements, so far as 1 know, have yet been made for trailing or providing
teachers for thes6.school8. These jgchook 9^ account
if government gives them a little encouragement. The best way to do so is
to grm t nik^jiayor aids, to the holders of these schools, according to the results
they pw-y show j also by givingsa tro,ining, ^h^ teaohers, tl^ems^slvqs; so that,
besides the th^y now teach, loay k^iow little mode of teaching,
and a few of iiie sui^ects o f .geneo^al knowledge in use in; our primary sQhooIs.
Teachers w hov^o so q u a li^ would, in addition to the subjects they now
teach, be able to teach other subjepts, a knowlesdge of which cannot tie dis-
p ei^ ^ -with oven in the most rudim ent^ forpi of edupation, and without
which the training aiiSorded in indigenous schools must always be regarded
as highly defective and incomplete. I f . efficiei^t schools, conducted by these
ihen, werejiDstituted or held in every village, thal&^w^uld solve the problem of
primary education to a vjery great e?tteut; the ,teaphing would be impatW in
a highly popujtear. W nii and the classes would soo^ be filled up with children
from every section of the community.
“ So far as the Punjab is conc^r^^, the fiystew dq^ not seem
to l^ve been extended to these indigenous schools, th isbme instances schools
have been subsidized by Government; but in almost all these instances, they
havte c e a ^ to retaitt their indigenous character, and have merged into ordinary
Government or Aided schools, observing the system .of instruction and the
discipline in force in these schools^ aM controlled by the same agencies
as they are. The three classes of indigenous schools above mentioned are, of
course, quite independent of the Gov^emment controlling agencies,' and they
are hardly evten subject to any kind of supervkion, Any grants or aids made
by Government to these schools should not be fettered with the condition
that they shall in all respects be subject to the strict inspection of the Ooverie-
ment controlling agency. Some kind of inspection may be introduced, but
' that simply for the purpose of testing the pro^e® made in the sohc^ls and
\making suggestions how this COnditicw ndght 1^ improved. A ll officious in­
terference should be avoided, and every freedom should be aMtewed to the
teachers ia selecting the books and in matters of internal discipline/’
Among Muhammadan gentlem^, Kazi S a y a d A hmad, Attach^ to the
Foreign Office, offers the following remarks:—
“ Prior to the establishment of Mission and Goyerttmehtscho(^s in the prov­
ince, there existed two or three indigenous schools every quar!el' o f an import­
ant clhj or towny and one in atmosi every These sdiools were of
two (lcscriptions-r-(l) those kept hy private f^tWiSy ifY^o were pJifd fefs, which
varied according to the nieanis and circumsferijees of the students; ( 2) schools
 ( 125 )
which were kept by well-to-do people ia their owa houses for the instruction of
their children, and into which sorfletimes the children of their neiglibours and
friends were also admitted. The teachera in such schools were only paid by
those who originally engaged them. But since the establishment of Mission,
Municipal and Government schools, both the number and status of these
indigenous schools have gone down, because the people resort to Government,
Municipal, and Mission Schools for the aoquisition of secular subjects, religious
instruction feir^ confined to indigenous schools, in which doM secular and re­
ligious instruction was in old days imparted. Indigenous schools pf both de­
scriptions are very defective as regards discipline. In the first place, no regu­
larity and punctuality in attendance are observed by the students; secondly,
they are not organised into classes, each pupil studying separately. The teacher
thus cannot find time to teach all the scholars properly. As regards fees, they
are paid ^ stated above; in the case of the first set of indigenous schools by
students according to their ownj or to the means of their fatheifs or guardians,
as the case inay be; and in the second, by their parents, who engage tegichers
for t h e i r instruction at home. The masters of such schools are generally select­
ed from among the mulldhi. Their qualifications are not alwa.ys t ^ samie; some
can teach only up to the middle school standard of Persian literature, and athers
Arabic also to a certain extent. No arrangements exist up to the pr^ent for
training and providing masters in such schools.. Masters of these schools
acquire their education from different quarters—Persian literature from one man,
arithmetic from another, Arabic from a third, and so forth; and when they
show themselves qualified to keep such schools, they either start schools on
their own Account, or are employed as tejichers by private individuals for the
instruction of their children. Masters of Indigenous schools would accept State
aid and conform to the rules under which such aid is given, if they are £tlIowed
to impart reli^ous instruction to the boys, which in such schools takes prece­
dence of all other subjects.”

K h a l if a SrAD MuHAMid[A.D H u sa in , Fi^reign Minister of the Patiala

State giVes the foUowinig important evidence

It is difiGLcult to give the statistics of indigenous schools, because no

accurate enumeration has been znade. In the ^ r t of the Punjab with which I
a m best acquainted, y o u n g bojrs, the sons of Banias, are sent to Paadhas-
schools to learn mental arithmetic, &c., and to be kept out of mischief. One
I)e. B»AHiM ;^HAN, Ksak BAttADUB, Honorary Surgeou, deposes -as
follows:—

**If by indigenous schools is meant the Muhammadan mdMabs nxidLthe Hindu

then every place of worship and every mohulla throughout the proV-
ince has its own iudigenoas school. They are so far a relic of an ancieAt
village system, as the subjects taught in them are religious, together with some
W0»^flf^arithmetic in the lower schools; the upper ones teachin^morality, l^w,
logic, grammar, and philosophy. But the last class of indigenous schools is how
fast dyia|| away* The system ^ di^olpl^^ m these schools is fa r superior
to what mhins in G^oDernmmtt sehools and colleges.
“ As the lower class of indigeuous schools are generally managed by Mulldhs
and Gurus, who are, as a rule, poor, a nominal fee of an jinna. or so is ^ i d by
the scholars. But, generally, the fees are not paid in cash, and the teachers
rwjeive their daily food and some clothing anniially from the parents of the
boys. In the higher indigenous schools, whicJi are now fast disappearing, no
fees are taken from the scholai’s ; on the contrary, the latter receive food and
clothing from the propwetops of such schools, itvho are gonei*ally well-to-do and
of a religious turn of mind* The masters of such schools are gouerally selected
from the sacerdotal class. Theu' Uterary qualifications for the lower schools are
wor, being confined to mere religious subjects; but those wlio teach higher
)mnches of science and ethics arc genemlly men of very supcmr
i^ormerly, arrangements were made for tmining or providing niastei^ for such
s<jhools. Thus, scholars of approved ability were selected fr®m. amoiig the beys
 ( 126 )
as monitors, and wer? made to teach the lower classes in the presence of their
teachers.

“ After acquiring sufficient expeirience in the art of teaching, these men

used to open schools on their own account, and set themselres up as teachers.
“ In order that the present indigenous schools be turned to good account^
the Grants-in-aid Eules, as are promulgated by the Department of Education,
should be relaxed and made liberal.

“ The masters would be only too glad to accept State aid, proyided that uie
rules for such aid be made less stringent.
“ With the exception of the Missionary institutions, which are not indigen-
6iis in the literal sense of the term, so very few redly indigenma schools receive
aid from Government, that it might be justly said that the officers who are
j^j^nsible for administering such aid are jealous of these schools, and do n^t
like that other than thdr own tohools should enjoy the loav^ and fishes of the
Department.
“ A Fdndha can teach a hundred boys, and they make from Bs. 10 to Bs. 30 a
month. In the Kor^n schools attached to mosques, the teachers do net get
more than from Rs. 6 to Rs. 10 a month owing to the poverty of the people.
Muhammadan gentlemen often keep schools in their own nouses to which any
o f the people in the neighbourhood are adimtted without p ayn ^ t. There are
schools of a higher class kept by resectable mullihs, in which instruction is
given in theology’ and literature. The mulMhs m sometimes assisted by rich
mmy or tliey maintain themselves from their prii^te means. In th« same way
Sanskrit is W gh t by Pdndits. These schools have ceased to sinoe the
establishment of Government schools. One feaam o f this %8 that educational
officers look upo» indigenous mshooU with jealousyi and do their beat to sup­
plant them. The course of study is not tne same as in Government schools,
but sofar as literature is concerned it is superior. Most native officials have
been educated in indigenous schools. 01%ese schools ma^ be aided advantage-
ously upon the following conditions: There must be no interfereaice with their
s^em e of studies. They should keep a regist^ of attendance. Hiey should be
inspected occasionally by officers of the d^p^ment. I f the Government desires
that subjects of general knowledge should be taught in addition to the ustial
course of study, the mulMh should be free to teach such subjects himself, or to
find his own assistants. It must be understood, however, that indigenous
schools of the higher class, both Arabic and Sanskrit, are not likeiy to accept
grants-in-aid on any terms.^
“ In the city of Ambala there are indigenous schools e^blished in accord­
ance with the scheme for Government schools, but w h i^ do not receive aid
from Government, and have not applied for aid because oi their dislike to inter­
ference.* These schools were established ©specially with a view to giving in­
struction in the Muhammadan religion, which is not allowed in the Government
or Mission school, i^other matter, which deserves mention here, is the need
of an investigation into the circumstances of endowments made by native gen­
tlemen for the benefit of education; for instance, the Itimad-ttd^aula fund,
which was intended for the old Delhi College.” *

Among Societies, the A njuman-i -I slamia of Amritsar states as follows

“ The number of indigenous schools in this province is limited, and the

instruction imparted in them is both religious and secular. Besides Persian,
Arabic, and Sanskrit of high order, Landi and a system of Mahdjdni accounts

‘ They wda'M gladly do 80, if their I^ruing were duly honored, and.if the Educational De]^rtment hsd
nothing to do with them.
* This statement clearly s^wg that oven where the Government sehcme is taught, departmental interference
in not welcomed.—G. W. L.
* The toAAtr-fltriCtUs^eaae should be Rent for and should be carefitlly epuiiined by a Comuittee composed
of' Civilbus, lawyers, and the relict* of the Douor.— 6 . W. L.
 ( 127 )

are also taught in these schools. The fees taken raiy according to the means
of tlie parents of the pupils. Some of the masters teach af a religious duty,
and consider it unlawful to take any remuneration. The teachers of these
schools do not generally belong to one particular class, and they open schools
to earn their livelihood in Persian and Arabic literature. The attainmenta o f
8(me oj these masters are very fair. They will accept Government aid, but it
is next to impossible that they will conform to the grant-in-aid rules.’*

The A n ju m a n -1-H a m d a .r d i - I s l a m ia of Lahore, however, points out that

under the present grant-in-aid rules^ which are, generally useless indigenovs
schools will never improve whilst they further assert that “ some Mussulman
and Hiodu priests, as well as strictly religious persons, keep aloof from
the Government schools, because there is no moral and religious teaching.
To deprive children of religious teaching for five years they think very
wrong. In Europe, religious teaching in schools is given to those who desire
it. In India, parents keep their children at home for religious teaching,
and then send them to a Government school; but if religious teaching were
allowed in Government schools, boys would be sent to school much earlier than
they are.”
On the subject of the indigenous schools, the Anjuman-i-Hamdardi-Islamia
makes the following pertinent remarks :—
**In the Director’s B«port for 1878-79, the indigenous schools were said to
be 4,662, and the number of scholars 53,027; but the actual numbers are con­
siderably more, partly because the method of collecting the statistics is imper­
fect, and partly because the pwple m il not tell the truth, from fea r o f some
new tax^ or ofcompuUory edttcatUm, which prejudices are due to the neglect o f
the educational officers in informing the people o f the wishes o f the Govern^
foent.
“ Indigenous schools are of three kinds—
“ (a) Those in which the founder and patron is the teacher himself, who
instructs every one who comes to him, without remaneration, in
Persian, Arabic, Sanskrit, reli^ous books, or useful kaowled^.
—There are many schools of tlus k^d, but the number has de­
creased owing to the negligence of the Education Department.
For instance,, betw^n 1878 and 1879 the number of indigenous
schools dec]f^»ed by 710. In those schools of this Idnd in which
fees are taken, there k no regular system, but paym ^t is some­
times madA in cash and sometimes in kind.
** {b) Schools in which people have their own children taught and to which
they admit the bhudren of their neighbour8.^In these schools
fees are not paid, but the teacheir receive a s a l^ the
patron. These Bchools are few in number^ eispecially since thd es­
tablishment of the l^partment.
(0) High for the study of Arabic aiidiSanskrit, which are either
piiyate or supported by subscriptions. In these schools mathe­
matics ' are taught to as high a standard .as in Gbvemment
schools, and literature and philosophy to a higher standard,
[pees m not taken. The students receive scholarships and
xewards.
** In att thme sc^ ioo^i^ primitive course of study is followed,-but in the
schools^of a lower order the Qpvemment scheme has here and there been
adopted.Ther6 is n6 on ^ t^ tem of education in all these schools, but the
teaser k giiid^ by tot^ tes are usuidly former scholars
of the schools in whibli jbhieff ability is examined at the time
of thei7 appmntment»and1^b^ id ^ i i ' taB i& g ia Idways under observation.
There iBfe no training MhooMf inidigenous schools may, be
by being ptooed £ 0^ TJnd^ each Local Boar
 ( 128 )
shoiaid ]je a higli sqlioal, to wMch all the indigenous schools should be attached
BB hranclies*
Of the t t o e kinds of schools which have been described, the first,—
those w^c^i aj*© established by individuals,—may in large numbers be connected
witi tlie Z)epartment, the second sort in a less degree, and the third sort not
at all. The best w:ay of cbnneciing the first sort of schools ^ith the depart­
ment is for the Goyemment to give tnem grants-in-aid, and to encourage them
to teach subjects of useful knowledge, but without laying down strict rules;
and for this purpose to get the assistance of 'native gentlemen and Maulvis.
Gn these conditions the m^toagers of certain indigenous schbbk will be willing
to accept granfes-in*aid j tod the reasons why they have not done so generally,
is beeat^e of the strictness of the conditions and ^he negligence of the educa­
tional offiberk”
t ft* ^.T—'Vpbat opinion haye you of the extent apd value of home instruc-

.A,, 0.~Boys brc^ht up in indigenous Siehopls and those wl^Qhaye studied

at hoipe^. ^lthougKf^^ can compete with the pupils,
schools in subjects of general knowledge, are for the most part superior in
literature/’
The Secretary of the Sat Sabha Society pjt I^ahore gives^ sinuIaE evidence:
<*The Bepoxi. of the Biiiector of FuMi© Iikslructipij for^^l^^^^ give^ the
numbei ol: ind^enous ,^habls be 5,8tls pijpils, m mff
opinion,there 09 moref These* schools are of five sort^:
“ (1) Schools kept by Pdntoas, Bhdis, and Mull&hs, who cteg^ a pice, a
boy per weekj and m addition receive food and sometlmg dn f^tivals
and other ceremonies. -
“ (2) Schools established by private subscriptions and endowments, where a
number of teachers are emplovyi, to d the people are nbt bn^
t: gfaituitously, but> some provision is often made for their food and
clothing,
** (3) Schools established by respectable persons for the instru<^ion of their
own children, Tt^herein a Hindi or Persmn teacher i» employed. In
. subh schools, the boys from the neighbourhood ai» algo admitted.
“ (4) Self-supporting schools, where a teacher of some repute ^tablishes or
opens a school in a populous part of a iity dr toWn; h^ support rests
altogether on fees charged on the boy^,
“ (5) Schools of private individuals, who devote themselves to teaching the
pupils for the pubHc benefit; or as a meritorious afet.
“ No. 1 and a few of the others follow the old village* system of teaohing the
boys one by one, tod have no :fixed course for their guidance.
“ The Pdndhas teach ia the Landi character and the multiplication-table as
far as ^3,0x10; the Bhdis teach Gurmukhi ; the Mullahs, rersian. As the
teachers depend bn the pupils fur their siippoH, the di^ci|>^^ such schools
cannot be said to be good, 'fhe fees in schools of the last three ot four classes
do not exceed 8 annas. No fees are taken at the $4t Siibhd School at ]^hore,
where English, tJrdu or Persito, Gltrmukhi, di^awikig pltos, tod
chain and compass or theodolite, &o., are taught gratuitously.
“ The masters of such schools are not generally selected from any parti^uliir
class : some o f them hdve excellenf qualificati^^ but some have opiy a po<ir
education Government has established Kormal Schools for training meters for
the schools. If they are well supervised, they may be turn^ to good account
as parti of the sysfem of national education, provided the teachers allow sucsh
supervision. The masters are willing to accept.State a^d' and to ^Hfbriai to tlie
rules under which such aid is given.. In my opinion the grant-in-aid system
 ( 129 )
Las not been extended to indigenous schools ; when applied foi\ the application
was rejected.''

The A njuman-i -Punjab first points out that the following classes are prac­
tically excluded from primary education;—

“ {a) Pious Muhammad9.ns, because they do not gst religious and moral
instruction, which they consider desirable above everything.
** {h) Artizans, because they do not get instruction useful to them in their
professions. ‘
“ (c) Brahmans and Pandits, because neither is their religion taught nor is
instruction given to them in Sanskrit or in the Deva Nagari charac­
ters. These .people study in their private houses, or in private
schools, what is useful to them secularly and religiously.
“ {d) Hindu shop-keepers, because instruction is not given to them, such
would be useful to them in their respective avocations, e.g., book­
keeping in the Mahajani and Hindi characters. These people receive
their education from their Fdndhas.
(e) Sikhs, Bhais, Grunthees, Akalis and other Sikh artizans an^ cultiva­
tors, because they are not taught their sacred books and because
Persian or Urdu is quite useless to them.’'

The Anjuman-i-Panjab then enters -on the subject of indigenous schools:

There are many indigenous schools in our province, and the system followed
in them.is a relic of the ancient system. The .subjects and the character of
ircstmction generally given in them are as follows; Books on religion
and 'devotion only in some institutions; •and in other Purans, Jotish, Dharm-
Shastras, Vedant. Sikhs—Grant, Janam Sakhi, Gurbelas, Bhagwat, Niaja
(logic), Vedant and Hindi literature generally in the Gurmukbi character.
MuhamModans—^First, religious books, and then Persian reading and writing.
In higher schools, Arabic and logic.

The system o f discipline in vogue in' the ahove institutions is very satis­
factory.
“ In some institutions fees.are taken, and in others jiot. Where they are
takeli; they are not ^ilways in cash, but’ of|;en also in kind. The 'masters are'
selected fro^am ong the Pandits, Pdndhas^ Bhdis, &c., among Hindus; and
Mullahs amOiag Muhammadans.

national education, if-Government ^lid were given to them, and if subjects im­
parting j ^ f u l knowledge were taught in them; but not under the restrictions
p f any sclteme fixed by Oovernment.

“ The best method to be adopted for tbifpurpose is, that np payment should
be made to them unless they submit a report of progress and a bill of expendi­
ture, attested |by the lopal boards. The report of progress should be attested by
the District l|ispe<j5tors when-on inspection tour.

“ Many masters 6f these indigenous schools are vnlling to accept State aid
and to confoim to the rules under which such aid is given, provided the rules
are made more elastic and liberal.

“ The grant-in-aid system has been extended to a iery limited ’ extent, and
it should be further extended to the indigenous schools.”

And again, “ Government can expect nothing from private effort without a
liberal aid to elementary instruction in rural districts.
 ( 330 )

The following are the private agencies (known to the Anjuman) for pro­
moting primary instruction:—

I n d ig e n o u s S chools.

In Mosques, Dliarmsdlas, private Sanskrit Schools (Pathshalas), Schools of

Pandahs, Schools of the Anjuman-i-Islamia, Schools of the Anjuman-i-Hamdardi,
the Anarkali School of Maulvi Rahim Bakhsh, the Schools of the Arya Samaj,
Sat Sabha School, Siri Guru Singh Sabha School, Shia School.
The Anjuman Sanskrit School, the Hindu Schools at Lahore, Ludhiana,
Jallandhar, and Amritsar: Sikhsha Sabha Schools ; Bhabra Schools of Guj-
ranwalla, Jhelum and Eawal Pindi, Sanskrit School of Hai Mul Singh at
Gujranwalla, &c.”
And elsewhere, referring to the status of the present Government village
schoolmasters, “ their influence among the villagers is almost nothing compared
to what Pandits of Pathshalas and Maulvis of Maktabs had in previous times.”
The “ L ahore I n d ia n A s s o c ia t io n ” says :
“ The only practically useful classes among these Indigenous schools are
those belonging to Paudhas. Those classes are sometimes attended by 200 or
250 boys, the boys coming from all sections of the community. No systematic
attempt seems to have been yet made to utilize these schools by Government.
The grant-in-aid system has hardly been extended to them. There are some
schools W'hich have been taken up and superseded by State schools. Bui all
tuch schools 80 superseded have ceased to he Indigenous schools^ having been
assimilated to the ordinary Government schools in all respects. The Indigenous
schools are capable o f being greatly utilized. If t]ie Government were to prom­
ise the more qualified holders of these schools certain bonuses or aids on con-
dition of their teaching along with their ordinary subjects some branches of
practical or general knowledge, they might prove a source of much benefit to
the country. The Government might keep some control over these schools
so subsidized by extending the supervision of its controlling agency over them;
hut it should not force its ow’^n scheme of instruction nor insist upon particular
books being taught. The condition for the grant of bonuses or aids should
reach subjects only and not books. Bonuses may also be given to passed Nor­
mal school students or other persons properly qualified who might open schoojs
for primary instruction.”
The “ D elhi L iterary Society ” sajs:
“ The existing indigenous schools msy be divided into the follotving
classes;—
“ i.—Pathshalas, or, as they are more popularly called, Sals.
“ ii.— Maktabs, kept up by maulvis and munshis.
“ iii.—Maktabs, kept up at private houses.
“ iv.— Glasses taught by eminent maulvis, pandits, and faqueers.
“ V . —High schools of Arabic and Persian.
“ vi.— Special classes in medicine, law, &c.
“ vii.— Schools in connection wdth masjids and tombs.
“ Classes (i), (iv), and (v) are so far relics of ancient village corr^munities that
some are su})ported from the proceeds of endowments and jageers made by
former rulers and noblemen.
“ It was not unfrequently the custom of the ’Well-to-do classes, such as land­
holders and respectable officers of Government, to assign so much land, or such
a ]>art of their income, towards the maintenance of boys and teachers. Lands
were granted revenue-free or on a quit-rent, and other similar indulgences were
made to encourage the poor and the needy to reap all the advantages of a free
 ( 131 )
education. Such liberality was looked upon as an act of virtue which would
meet with its due reward on the life to come. Such grants still exist in districts
bordering on the frontier, e, g., Dera Ismail Khan, Dera Ghazi Khan, &c.
**And first as to "pathshalas. Sir John Phear in his able work on Aryan Til­
lages thus describes a Bengali patlishala— ‘ In passing along a village path o ie
may come upou a group of ten or twenty almost naked children squatting und('r
a pipul tree, and engaged in marking letters on a plantain leaf, or in doing sums
on a broken piece of foreign slate, or even on the- smoothed ground before them.
The instruction is quite gratis. The instructor generally is an elderly Brahmnii.
AJthough there is no rfigular pay for tlie duty, the instructor does not, any more
than other people, do his work for notliing. On the occurrence of special events
in his family, the parents of his pupils make him a small present of rice or
dal, or even a piece of cloth ; and wlien a child achieves a mai'kod stage in
its progress, a similar recognition of the occasion is made. A IMhman guru
teacher) will, in addition, get his share of the gifts to Bmhmans made on festi­
vals and ceremonies’
“ The foregoing account of a Bengali pathshala is subject to numerous varia­
tions when applied to a Hindustani sal. As far as the caste of the teacher is
concerned, the general rule in this part of the country is that none but BnihmaiiS
carry on this work. Recently, however, an attempt, and a successful one, has
been made by a Muhammadan in this city to carry on the same calling, and ns
he is possessed of a most agreeable disposition and is careful not to betray the
least bigotry, Hindu parents are glad to seud their boys to his school. Strict
discipline and effective teaching have equally contributed to maintain tlie high
reputation of this school. We suggest that it is this class of schools which the
Government ought to encourage. In pathshalas the usual curriculum of study
commences with teaching the numerals, goes on to the multiplication tables of
integers aiid fractions, and ends with teaching how to read and write the Munda.
(Mahajani) and Hindi alphabets. The utmost qualification attained, but very
rarely, is writing letters, accounts in discount and interest, and stories about
Kaja Parichat. The usual hours of tuition are from six or seven in the morn­
ing to eleven, and from two to sunset in the afternoon. There are generally no
classes. Each boy learns his own lesson. The spirit of competition is thus
absolutely wanting. In the evening all the boys, no matter to what extent
they have advanced in their studies, have to repeat at the top of their voices
after the guru or generally the monitor (barchatta), the senior boy in the
school, the whole of the multiplication tables. Boys thus learn to repeat all
the tables from sheer force of daily recitation, although, if examined in a way
different from that in which they are taught, they at once fail to answer the
question. They try to go back and recite from the beginning, and the joke is
that sometimes the urchins pass over the answer required, simply because their
intelligence had not been callcd into piny, the whole being a mere matter of
memory. The pernicious nature of such instruction needs no comment. Suffice
it to remark that time and energy are equally wasted, and no appreciable result
is obtained.
“ Pees are collected both in cash and in kind. Every fortnight the boy
takes a sidha, or offering of atta, dal, salt and ghee to his teacher. In some houses
the guru is given a feast on mdvcosh monthly in honour of ancestors, on occa­
sions of marriages and sradhs, and other festivals or jovial occasions, the guru’s
appetite is satisfied with victuals, clotli and money. Chauk chaknie is the
grand gala day of the guru. The offerings made on this day go to maintain
him or his family for several succeeding months. Cash is generally taken on
the boys having learnt how to write his numerals, his multiplication tables one
after the other, and the alphabets. On such occasions the patti is painted and
polished, and the boy carries his writing in glee to his father, and receives the "
usual douceur for the guru, commensurate with the position in life of the boy’s
father, rresents in sweetmeats, &c., are also made to fellow-siuilcnts. The
day a boy is admitted into the school is observed as a closed holidny. '^rhe ndnlis-
sion is also marked with a bcmntiful distribution ot‘ laddffff (swc(‘ts). The
attainments of gurus are generally very limited. Beyond reading and writing
 ( 132 )
N a^ri and knowing a little Sanskrit, their attainments in literature are almost
ttil,. wliile in arithmetic their qualifications do not comprise the more recondite'
rules of profit and loss, compound interest, proportion, partnership, .square and
cube roots, least common multiple, and decimals, ^ o arrangements exist as
regards the training of these teachers, for the simple reason that they have not
yet been brought under Government supervision; and while Government has
had anything to do with them, it has been in the way of taking over their
l)oys, establishing a Government school,/ and leaving the guru to his own fate
unconsolod and inconsolable. Natives would be happy if some change for the
better were made in the status and position of these men. Up to this time
they have been discouraged in evtiy way. As, however, the system under
which they exist has taken deep root in the soil, it would be wise to utilise
them, to give them a small pay, to train them in normal’ classes, to teach
them the subjects that would be most useful in villages and towns, and generally,
after training, to send them to the village where their home is. Hereditary
claims have always been acknowledged ia India, and the influence of a here­
ditary schoolmaster is always very great in the community. These teachers
^vould gratefully receive any support that the Government would vouchsafe,
and’ the people of the village would be personally obliged for any fav'"u.* shown
to their hereditary guru. We have no doubt that these teacher's would agree to
conform to Government rides and discipline, in consideration of the’ aid
granted by the.State. 'A t the same time we wish to submit that statements
and naqshas should not be required from them in such numbers as is now the
cfise". IJnder the present scheme perjury and false statements are resorted to,
instead of being discouraged; and the aim of the teacher is more to’prepare and
submit a glossy naqsha than give a substantially good education to his boy»;
fov the inspecting officers have more time to look at the naqshas and find fault
with this thing and that in them than for actual inspection of tuition.
“ The second class of schools are maktabs kept up by maulvis and munshi-
who have made teaching their profesi^on and obtain their livelihood through it.
Tlipse men usually levy small, fees, say from 1 anna to 4 annas a month, from
ea(?h boy, the amount of.fees depending on t ^ income of the father. The
course of instruction is confined to reading andHwriting elementary books in
Pcisian, and making calculations a^ ^ut pay and wages for so many days in a
TOonth, according to the ola-fash^'oned y'^»<:*ti^e which ol)tained in Muhammadan
times. Some of tine schools are fa'r .'^well attended, the income from fees
being quite sufficient for the maintenance of a large family. Generally, how-
I ver, the teachei’s are Kith difficulty able to keep body and soul together. The
qualiiications of these m.^sters are also of a very limited character. On the
principle, hoTfever, God heij;;'s. tlwse who help themselves, it is suggested these
men should receive some encouragement. The men now in the service of
Government in its Department of Public Instruction would Ije nowhere if
Government dismissed them. These men, on the bontrary, manage to earn a
living without Government support, and are trustea by the people. Instead,
therefore, of maintaining a large highly piid school establishment every-
Avhere, would it not be wise and economical to utilise these men? . The remarks
about conformity to Government regulations and the grant-in-aid system made
in connection with pathshalas, apply with equal force to this <;lass of teachers.
“ The third class of schools are transitory in their nature, arid depend alto­
gether on the whim or caprice of the individual who employs a maulvi or
munshi to teach his children. These schools are in all cases liable to disruption
on the boy’s attaining the requisite kn6wledge to enable him to go to a Govern--
ment sc;liool. Such maktabs are usually attended by boys from the neighbour­
hood wdio j)ay some small fees. The teacher in addition gets Es. 4 or Rs. 6 per
mensem from the master of the mansion. No State aid would be of any
lasting benefit to such schools. .Not being permanent,- they don’t deserve any
grant-in-a’ ^
“ The fourth class comes under the head of secondary education. Some
learned maulvi, pandit .Or faqueer, employs his leisure hours in tea«hing the
Koran, Hadis, the sacred books of Hindus or of religious sects, as the case
 ( 133 )
ina,y b e; no fees are charged—nay, food is supplied to students in some cases.
Sitting in a ^rove of trees, or hy the side of a streaim, or in public places, such
as baghichas, dliarmsalas or belas, pandits and faqueers devote themselves to
religious instruction and meditation.. Such places are usually held sacred,, and^
offerings are made there in large quantities, which go to maintain the teachers*
and those taught.
“ V. Traces of the 5th class are observable in the North-Western Provinces,
at Deoband and other places^ but nowhere in the Punjab. These schools teach
to a high standard in Arabic and Persian, and are maintained’by private muni­
ficence as well as by funded endowments. From their very nature they are in­
capable Of conforming to Government rules, their great aim being to impact
reli^ous knowledge.
“ VI. Some Muhammadan physicians and divines keep up classes for instruc­
tion in tnedicine and nqa. The remarks made above apply to this class also.
“ VII, This is a peculiarly Muhammadan institution. Boys and elderly men
of poor parentage and slender means are fed and taught the Koran. Some in
time grow to be imams, and thus succeed in earning an income of Rs. 4 or Es. 5
per mensem. Por reasons recorded under the preceding heads, these schools
also do not call for any.State support.
‘'To sum up. We are of opinion that Government support be extended to
schools coming under classes I and I I ; that half-yearly prizes be given to stu­
dents attending them at times of e:xaininations; tliat the masters be paid a fixed
salary per mensem and rewarded every now and then in addition, when found
deserving of farther encouragement;, that besides, subjecting these schools to
inspection by Government officers, a scheme be devised of appointing a.local
board for a circle of 30 miles or less as suitable opportunities may offer ; the
members of these boards being selected from the influential classes of residents
in the circle, entrusting to them the supervision of these schools, and looking to
them for their proper management, rewarding and complimenting them when­
ever their efforts are successful, and for all these purposes bringing them under
the influence of the district officer. Wc would also suggest that the grant-in-ai^
rules be relaxed to a certain extent Id favour of these schools.”
The P unjab BRinMO Samaj is of opinion that—-
“ The whole of the Hindu and Sikh sacerdotaVclasses, the mercantile ftnd
the trading classes, the artizans and the agriculturists, are ‘ practically excluded
from primary instruction* in this province, for neither the languages, nor the
subjects taught in the Government primary schools are of much practical use
to them in the pursuit of their respective avocations. Such of them only as
intend to train up their sons for service in Government offices avail themselves
of the Government schools.
“ Indigenous schools exist in this province to a large extent. Every principal
village and town has its JPdudit, Pdndha, Bhdi and Mauloi teachers in propor­
tion to the different classes of population, viz.^ Brahman-s, Khattris, Sikhs, and
Mussulmans. The instmctiohs given by the and Bhdis, are
chiefly in relii?ious bjooks. The Fdndhas teach mental arithnTetic and Land6
Mahajani writing. The Persian indigencoiis schools have almost disappeared,
as their place has been taken up by tlie Government primarj’-ixnd middle schools,
contrary to the spirit of the Educational JDespateh of 1854,
“ The indigenous schools can be turned to good account ns part of a system
of national education by giving grants-in-aid to such teachers of these schools-
as may undertake and be able to teach the seeul:»r subjects tliat may be pre-
scrilKMl by Government. The b('st nii'liiod to :ulo]>t for ihis purpose ia to
saJJciion the grnnt to each, teaclu'r nnnurUly, nccoriliiig to the w«>M^«?r.of students
tauglit in the secular subjx'cts (in additi(m to wliatever else they mAy lean'at
tlu'ir own desire or that of their })arents or teachers) and the aniomt t f jtw’o-
gress made by each student. Tlie progress mny b<' reported by fnehns of a
monthly statement, and its accurac}^ tested by the periodical examiuat.ioaa of
in
 ( 1 3 1 )

the District Inspectors of schools, or the members of the local hoard, if it he

decided to entrust the management of primary schools to the local hoards.”
The Lahore “ A rya . Sama.j ” ^ives the following evidence :—
“ Indigenous schools are to he found scattered all over the provincoj the;?
numbers in those places where Government schools do not exist being larger.
They are not now so mmierous as they v/ere before the advent of the EngliRl?.
One important class of Indigenous schools which used to give instructioji
in Persian to the sous of munshis and other such men as desired to get
employment under the Mogul rulers, the court language in whose reigns was
Persian, have to a great extent ceased to exist, there being no want for them
owijig to Government having made Urdu the court language and instituted
schools of its own to teach it.
“ The Indigenous schools are so far a relic of the ancient village system that
they are presided over by hereditary teachers generally, who impart instruction,
in much the same fashion, and on about similar terms, only they do not supply
the students with boarding and lodging as before. They also resemble the vil­
lage system in the kind of instruction that is given and the discipline and
system in vogue in them. Indigenous schools at present are of three k i n d s «
“ 1st.—Those which impart purely religious instruction,
2nd.—Those which give purely secular instruction.
“ 3rd.—Those which give instruction of both kinds,
“ They are of the following desdriptions:—

“ MeUgious»
*‘ 1 . Gurmukhi schools, held chiefly in Dharmsdlas, where Gurmukhi
characters and portions of Granth Sahib are taught. In the religious houses of
the different sects, young men of the order and outsiders are taught Gita, Ved .
ant, the TJpanishdds, and other philosophies and religious books. The teachers
are generally of Udasi, Kirmala, Bair%i, and Sanydsi sects,

“ Secular,
2. Mahdjani schools, where multiplication-tables, bazaar accounts, and
Lande or Sarafi characters are taught.
“ 3. Private schools, in which teachers are engaged by private gentlemen to
teach their own children, with whom they often allow other children also,
sometimes gratuitously and sometimes on payment of fees, to read.
“ 4. Persian mahtahs^ where Persian is taught by Maulvis and sometimes
by Munshis,

“ Seciilar-Meligious,
” 5. Sanskrit Pathshalas, generally presided over by hereditary teachers and
Pandits of reputation, where Sanskrit bools in literature, religion, religious
ceremonies, astrology, &c., are taugiii. In tiiese schools students of a higher
order are also sometimes to be met with. The schools are generally held at the
residences of the Pandits, wl:o, as a rule, teach gratis and earn their living by
other means. Men learned in A labic and Persian also teach students in this
way at their houses,
‘"6. Arabic and Persian peliools, held generally in mosques, where books on
religion and secular subjects are langlit to Muliamznadan lads and adults. Schools
of class 2 are by far tl-e most numerous, there being sometimes as many as fivo
or six in a single town. In the cities their number is still larger. Those of
classes 4, 5, 0, though not so numerous as of class 2, arc also largo ; bxit
the numljer of students attendiiig them is comparatiYcly siiialL Schools of the
 I )

first class ate to be found generally in villages, and are not very large, in
number ; while those of the third class are to be seen in cities and towns only.
The system of discipline observed in these scliools is quite dissimilar to that
obtaining in Government schools. One principal feature of it is veneration
for teachers, which in the religious schools is traditional, while in the secular
schools it is often enforced by physical punishment.
“ In the first and sixth classes no fees in money are given. The scholars
supply their teachers with meals in turn and give some money each accord­
ing to his means on occasions of festivals and marriages in the family. In the
fourth class sometimes no food is supplied, but remuneration in the shape of
fees, as well as at different stages of progress, is given in money.
“ In the second class the pupils give something in kind twice a month and a
piee every Simday. Money is generally given at different stages of progress
and on occasions of festivals. In some places a small quantity of oil is also
given by the students in turn.
“ The teachers in the second class of schools, who are both Hindus and
Muhammadans, and tliose in the first class generally, succeed to the profession
hereditarily. Their qualifications are very low. They do not know beyond
what they teach, but they are generally very expert in imparting what they
know. The range of instruction being very limited, the students often work
sums mentally and without the aid of slates or any writing materials with
wonderful rapidity. The same may be said to a very great extent of the
qualifications of teachers in the third class; but the teachers in the fourth, fifth,
and sixth classes are often men of good qualifications but want in practical
experience. As no attempt at forming the boys into classes is made, the
teacher is obliged to give lessons to each boy separately.
“ No arrangements have yet been made to train teachers for these schools.
The teachers that are trained in Normal schools, both aided and unaided, suit the
requirements of the schools ca-rried on on the Government system only.
“ These schools are so numerous that many thousands of boys daily receive
education in them; and some of them, especially of the second class, which are
attended by the children of both Hindu and Muhammadan shop-keepers, are so
popular that every effort should be made to utilise them. They can be turned
to good account hy supplementing and not superseding the course of instruc­
tions pursued in them. To set aside their present masters who have much
local influence, or to tamper with the national way of teaching to any voi y seri­
ous extent, will prevent any great use being made of them as part of a^ system
of national education. The teachers, or their sons and relatives, in case they
are themselves too old to go to school, must be induced by means of scholar­
ships or bonuses to receive training in Normal schools established for the purpose
in all those subjects which we have proposed in the course of instruction for
Primary schools. The schools of the second and fifth classes, and especially of
the former, can be very easily turned to good account by the above method. To
utilise them to the fullest extent, it would be however necessary to make Hindi
the medium of instruction in them. Those of the fourth class can also be to
some extent utilised, but nowise the remaining classes.
“ The masters, so far as we know, are not unwilling to receive State aid and
conform to the rules under which that aid is given, only if changes setting aside
their national ways of teaching are not very hastily but gradually introduced.”
Lala M tjlraj, the representative of the Bhasha Prachirni Sabha, makes
the following valuable statement:—
“ Indigenous schools do not exist in the Punjab to the extent in which
they existed before the iMroduction of Government and Grant-in-aid schools.
As indigenous manufactures have died out on the introduction of foreign
manufactures, so have the indigenous schools on the introduction of Gov­
ernment and Grant-in-^id schools. Those that exist are not as good as they
70sed to be.
 ( 136 )

The indigenous schools are of various kinds :

“ («) There are schools maintained by P^ndhas, in which Lande cr Hindi, or
some other form of the same, is taught. These schools depend upon the Pan-
dha, who is assisted sometimes by some member of his family or an advanced
student. The fee is one pice a week, and bread {roti) on fixed days, and pre-
gents on holidays and marriage occasions. The subjects' of tuition are reading
and writing letters, hundisy &c., in Land^ (or some form of the same), a id
arithmetical tables and mental arithmetic {gur), and the system of account-
keeping. The pupils of such schools know mental arithmetic .and account-
keeping much better than those trained in Government schools. The bOys
h?ive to come to' school early in the morning and go home at the time of taking
meals, before noon; and .then they collect together again in the afternoon and
sit'till evening, when the school breaks-up by singing tables and moral pre-
cejts. Boys of the schools who do not jattend are forcibly dragged to school
by the bigger boys, who’ are sent by" the P^ndha to collect the pupils. • On
occasions of marriages and other such ceremonies, the Pandha goes with his
boys, singing the tables and moral precepts and auspicious songs, gets his
customary presents in cash and kind from the master of the family,
f •»
The boys remain dirty, as they squat upon earth, and as they use wooden
phaMia or tdkhtis colored black with lamp-black or spot, on which they write
vAihlihariya mdtti, or chalk dissolved in water. Sometimes the boys write
upon earth with fingers or sticks.
*\{h) Schools maintained by Maulvis, in which only Persian literature and
composition are taught. The I^aulvi sometimes is paid hy fees,, like the Pdndha,
and at other times the parents of the boys make their separate tferms with
him. But these schools are hot so largely attended as those of Pdndhas
gienerally. ' ‘
“ (e) There are small schools attached to Masjids, in which generally
reading the Koran only, without its meaning, is taught. Sometimes in these
schools Persian also is taught. Sometimes no fee is charged in these schools.
There are small schools kept up by private persons here and there. I have seen
schools kepi up by weavers and other tradesmen, in which the master plies
his trade, and goes on at the same time giving instruction to the boys in the
Kuran and other religious.books. Sometimes at such schools Persian also is
taught.
“ ((Z) There are in some places small attached to
and ThdkurdwdraSi in which Sanskrit is taught. JS6 fee is charged in these
schools.
“ {e) Here and there some enterprising Pdndit, or a Brdhmachari or Sanyaii^
gathers around him some lovers of Sanskrit, and gives instruction to them. No
fee is charged in these schools. These schools, as well as those in Thdkurdwdras^
are maintained by the charity of the people.
“ In indigenous schools generally, and especially in schools of the latter kind,
the teacher is held in great reverence. In schools of the latter kind, students
undergo.great privations to acquire knowledge,.and not unfrequently live by
begging. The qiialilications of the teachers are in some instances of a very
high order. The Paridhas, however, generally do not know anything more than
they teach. Tlie work of Pdndhas generally, and of JSilauivis also in some
instances, is hereditary.

“ Most of the schools which were maintained by Pdndhas and Maulvis have
already become Government schools, and the masters of the few schools of the
kind t o t remain are quite willing to accept State aid and to conform to rules.
There can be very little doubt in this, that the masters of the other schools also
would generally accept State aid, if they were allow^ed to teach what they liked,
and were hot required to conform to all the rules. Grants-in-aid are very seldom,
ii ever, given to indigenous schools. If grants-in-aid were given to indigenous
 ( 137 )
schools they would spring up and flo\irish in every nook and corner of the
country. i

“ No arrangements have been made specially by Government for training

or providing masters in the indigenous schools; but if Government extended in
practice also, and not in theory only, the principle of grant-in-aid and payment
by results to indigenous schools, some of the men who now receive education
in the Government and grant-in-aid institutions would set up private schools
in different parts of the country.

“ Indi^nous schools can be turned to good account as part of a system of'

national education, by changing the policy of the Educational Department and
of Government towards the indigenous sc|iools. Hitherto these schools have not
been encoun^ed; on the other hand, efforts have been made sometimes to* put
them down. When the master of an indigenous school is willing, it should be
inspected by officers of Government. Pains should be taken to gather statistics
about indigenous schools, and to publish these in the report on Education.
The systeUi of grants-ih-aid should be extended to indigenous schools; but the
best thing* to do would be to offer rewards to the masters for the number of
students that they succeed‘ in passing from their schools in the different
examinations of the Educational Department and of the University. The
rewards should vary with the number of students and the difficulty of the
examinations.

** It must |)e mentioned here that now-a-days societies are springing up in

different parts of the country, as the Arya Samajes, the Anjumans, and the
8abh&s, which also set up schools. Elementary education would be greatly
diffused if these societies become part of the institutioBs of the country and are
encouraged.

**Home instruction, independent altogether of school education, does

not exist now to any very large extent except in the ease of shop-keepers, who
train up their sons in account-keeping in LandSy &c., and in the case of Haul-
vis and Pdndits, who teach their children, at home, Arabic and Persian and
Sanskrit. In the low educational test examination of candidates for employ­
ment 9r promotion in the public service, which nomiiaally' applies to all ap­
pointments ’ o f , which the salaries exceed Bs; 15 per mensem, there is nothing
to make it difficult.for a boy educated at home to compete on equal terms with
boys educated at school. Only those candidates are admitted mto the exami­
nation who have not been Studying in any Government or Aided school within
six months from the date of examination (see Punjab Gazette, February 9thj
1882). There is no other special examination in general knowledge and litera­
ture fixed for mialifying ior the public service; but if such examinations be
fixed, they shoula be open dso to persons educate at home.

“ In former tunes it was only private effort which supplied element­

ary instruction iu villages and in towns But with the advent of Govern­
ment and grant-in-aid Mission schools, and owing to other causes also, private
effort has greatly di^ppeared. But if Government made elenotentary instruc­
tion reaUy elementary, and not classical as at pr^ent, and imparted it through
.the real vfemacular of the people, Or a language closely allied to the vernacular,
and by the medium of Nagaii characters, and also reco^nisM the Ndgari charac­
ters in its courts and aided private effort ^ grants-m-aid and payments by
results where necessary, the diffusion of aementary instruction might be left
to fk great extent, if not wholly, to private effort.

“ The private agencies which exist for promoting prijtiary instructiou ar6--r
“ (1) Schools, of Pdndhas,.Maulvis, some of the schools in Masjids and Th4-
kurdwdras.
(2) Schools established by societies like the Arya Samdjes, Sabh^s, and
Anjumans of Hindus (and Sikhs) and Muhammadans.”
 ( 1S8 )

Now for the other side. I do not quote lieutenant-Oolonel Holroyd’s

eyidence on the subject, as it is, practically, a transcript of what repeatedly
appears in bis reports, which I have quoted elsewhere; hut Mr. J. Sime, B.A.,
the Inspector of Schools of the Lahore Circle,'has the following impressions
regarding indigenous schools “ As far as I a m aware, there are no traces of
an old T illage school system in the Punjab. When the Government system
was introduced, there was and there in the villages indigenous schools,
mostly Persian, which were gradually absorbed. The indigenous schools which
now exist are mostly in the towns. The bulk of these are Kurani, Shdstri, and
Granth Schools, all of a religious character. The instruction imparted is purely
literary, and excepting in the Shdstri schools, and that rarely, the attainments
are of a very poor description. In the Kurani schools Persian is sometimes
added, occasionally also Urdu and Arithmetic. Besides these, there are Persian
and Mahajani schools. In the former usually only Persian is taught, some­
times a little Arabic, occasionally Urdu, seldom anything else. The Mdha-
jani schools are for the multiplication tables and shop-keeper’s accounts, with
elementary Ndgari sometimes added.
“ In none of these schools have I observed my system whatever o f disei-
pUne. There is an understood, although unwritten, courae of studies; but no
class organisation, and rarely a register.
“ Fees are levied in all the secular schools. Besides the monthly fees, pre­
sents in cash or kind are expected, and given on various occasions.

“ As a rule, the masters of these schools are of inferior attainments. Some­

times a well-read man, on either the Sanskrit or Arabic side, will be met with;
but even then the qualities are not those required f o r a teaeher o f youth. So
far as I know, no attempt has been made to train the masters in those schools,
so long as their schools have remained independent. When the schools have
been taken over, the masters ba,ve generally been sent to the Normal School,
but not always with success. In many districts^ these masters remain now the
chief obstacle to instructional progress in the schools.^

** Indigenous masters are, as a rule, willing to accept State aid; but by

reason of their poor attainments, they would generally fail to fulfil the easiest
conditions on which such aid could be given. It was on this account that the
plan of incorporation was at first adopted. Grants-in-aid have occasionally
been given to these schools, but, as far as my experience goes, not very success­
fully. On a careful review of the whole matter, I do not consider that in the
circumstances the plan of incorporation was unwise; and I beb.eve that this
and the giving of grants-in-aid where the teachers are fairly fit, or where the
grant would be likely to produce efiGiciency, are the only Ways lat present of
turning the indigenous schools to good account. The ojffer of grants iio new
men setting up schools is another matter.” — (The italics are mine.—G. W . L.)

Babu H ari Sing, Assistant Inspector of the same Circle, is, perhaps^ even
more emphatic. After pointing out a sixth class of indigenous schools, **schools
set up by private individuals or by teachers dismissed from Government or
Aided Schools in which a little of arithmetic and grammar are also taught, in
addition to the ordinary Persian books,’* he says:— “ The number of indigenous
schools for secular education are very limited, ^ and the attendance more or less
irregular in all. All are a relic of an ancient system, and no discipline worth
the name is observed in any. The scholars pay no fixed rate of fees ; but the
teachers can make their subsistence, about Es. 5 or 6 a month, partly in cash
payment and partly in presents and other perquisites. They are mostly here­
ditary MulMhs, Pandhas, Bhdia or Pandits. The qualifications of teachers in
schools of class 1, 3 and 6 are confined to ^Persian, Arabic, or Sanskrit literature,

’ Hsre is a statement* which illustrates the unfriendly attitude of the Educational OflBcers towards Indicenous
8«liool8,~G. W. L.
® They are even now, at least, five times the number of Government Schools, in spite of ‘the attempts-
during 26 years to swpprefis them.— G. W. L. '
 >,0 )

as the case may he, in which some indeed very prohcient. Tiose in schools
of class 2 are usually expert in -the of accounts, while those, lit'
classes 4 and 5 seldom go beyond the formal reading of their sacred books, th^
meanings of which they can in most cases neither explain nor understand.
Experience is the only training which the masters o f such schools have aGqiiired^
and no other. Such of these institutions as could be turned to good account
haye been already absorbed into Government and in larger towns into Mission
schools also; and there are fe w or none to be so utilised. The best method,
however, of turning them to any good account is to extend to them the system
of payment-by-results. The masters will, of course, be glad to receive State
aid; but I do not think that there will be many among them who will be able
to conform to the rules under which such aid is at present given.”
Strongest, however, is Babu Jaigopal, District Inspector of Schools at
Amritsar: —
“ In this province Indigenous schools exist to a very limited extent m w .
M ost o f them have been replaced or absorbed by the Government Frim ary
schools. • The subjects generally taught in them are the Koran and other
sacred books for the Muhammadans only, and Persian literature, composition,
and caligraphy for both Hindus and Muhammadans. The teaching is generally
wanting in method, thoroughness, and intelligence, and is not much addressed
to the understanding. If by discipline is meant regularity and punctuality of
attendance, a fixed time-tabJe and regular classification, then there is none of
it at all. But the punishments inflicted upon the students are sometimes severe:
they are similar to those described by Mr. Adam in his report on the Indigen­
ous schools of Bengal and Behar. No regular fees are taken, but the teachers
are remunerated by presents and daily meals; the latter are given in rotation
by the pupils, and the former consist of cash payments. Por instance, the boys
have to pay a pice each on every Friday, A boy, w\\Qn commencing a new book,
has to give a present of one rupee. On the occasions of marriages in the fami­
lies of the pupils, also presents of one rupee and upwards, according to the
circumstances of the donors, are given. Payments in kind are also made by
the agricultural class at har^^est time. The masters of such scliools generally
belong to the Mullkh class, who are the hereditary priests and teachers of the
village, and their qualifications are generally very moderate. o arrangements
kave, as far as I know, been made for training or providing masters in such
schools.
“ Erom what I know of the condition of IMigenous schools and of the
qualifications of their masters, I do not thinh thrJ they cafi ander any circum”
starices be turned to good account as a part o f « spstem o f national education^ ^
unless the teachers, before they are subsidized, caoi be induced to undergo a
training in some Normal school—their places in ^tlieir absence being supplied
by men who have received a regular education in JNormal or Secondary schools.
They would, I dare say, be glad to accept State aid and to conform to the rules
under which such aid is given; Bi&t I am af)?aid that they loill not be ahl$ t&
comply with the conditions required^ and they are not competent to carry out
the Government scheme o f studies. I do not think that the grant-in-aid system
has been extended to them to any great extent, or that it can be extended fu r ­
ther viith advantage. I am not sure i f anything can be gained by doing so.^
The other Indigenous schools are those conducted by Pandhhs, in which Mahd-
jani wTiting and the Native system of accounts are taught. But these schools
are few, and for the most part situated in towns.”
Khan A h m a d S h a h , Extra Assistant Commissioner of Hushiarpur, also,
who was “ employed in the Educational Department of the Punjab for eleven
years,” similarly contradicts the combined testimony of Societies and all other
non*departmental witnesses as to the extent and character of Indigenous schools,
but is more hopeful as regards their acceptance of State aid under the grant-in-
aid rules.

Here is another statement wlivcU illustrates the attitude of the Educationai OfJioers towai'da Indijjonous
Schools.—G. W. L.
 ( lio )

**Indigenous schools may almost he said to have become extinot in this

province} The very few that survive village system. The
instruction imparted is restricted to religious subjects and the requirements of
the village community. There is no classification. The schools are open from
mom till noon, and again in the afternoon. Mental arithmetic, Persian books
and composition of the old Oriental style, are taught. Grammar is n o t included
in the course o f instruction, Corporal punishment is freely administered;
There are no fixed rates of fees. In towns, small sums are paid weekly or
monthly, according to the means of the parents or guardians; in villages, ^ i n
at harvest time and small sums on festivals are given. In addition to this, the
schoolmaster is fed by turns by his pupils, and is rewarded on the occasion of
particular subjects being begun or fini^ed. The teachers are always chosen
from a class that is held in special esteem from religious considerations; but
as a rule they are not men of any estimable qualifications^ No arrangements
have been made for training or providing masters in such schools. To turn
these schools, to good account as part of a system of national education, it will
be necessary to introduce into them the subjects generally talught in Govern­
ment schools. They shojild also be made to conform to the system of disci­
pline and classification in force in Government schools. This could be effected
by the extension of State aid and supervision to such institutions and by train­
ing the village schoolmasters in the method of instruction imparted in Govern­
ment schook. They will be found willing to accept such aid, and to conform
to the rules under which it is given.”
The following account of B ai Sahib S i n g h of Delhi, who has discussed
the subject with “ several IcinaT^wm and relatives connected with the Educational
Department,” is interesting:—
" 4. The npmber of. indigenous scbools in the Punjab is very small. It was ooBsidenbly
reduced on the introduction of the Government system of education'. . Many of them whion
then existed were from time to time taken in by the ofEicers of the Edu<»tion Department and
incorporated in their own schools. Leaving out of consideration the-Muhammadan schools
held in m osses/of w l^h I think nothing can be made,* the indigenous schools now esisting
may be divided into twc^classes, the PathsMlm and Maktaha, In the fo ^ e r, the children of the
Hindus, especially those of the Banias, are instructed in the multiplication tables, and in most
advanced of them to write letters and hundis in the M^hdjani character. In the latter, the
children , of both the Hindus and Muhanimadans are taught to read and write Persian and to
do a little arithmetic. In both kinds of schools the use of the rod is in full play, and the chas­
tisements the children receive at the hands « f their masters are sometimes of the most meroilM
character,
" The boys are not divided into classes as in Government schools. Each r e ^ his own
lesson, but in the evening all the children have to repeat at the top of their voices the
multiplication tables after the teacher or one of the most advanced pupils. No fees appear to
be.demanded by the teacher from his students; but from this it should not ^ understood he
imparts instruction gratis. He is presented with the materials for a meal twice a month, and
with some little cash on certain festive occasions. The fourth day of the light half of the
moon in the. month of Bhadan is for the teacher of a pathshdla a day of great rejoicing. On
that day Ganesh, the god of wisdom, is worshipped by the urchins, when presents in cash and
sweetmeats are made to the teacl^er, who is sometimes invited by the parents of some of the
pupils to their house with the wh$lfe school, when dresses of honour are presented to the master
and his wife, and sweetmeats an distributed among the children. Presents are also made to
the teacher on the completi<m by the pupil of each set of the multiplication tables.
On the occasion of m arrii^ one of the pupils the master is not forgotten. The father
of the bride is ask^ for a p#sent in cash and clothes for the padha, which, I believe, tt
invariably made, r ^ la r fees are takeil by the teacher, according to the means of
the parents of the pupils. O f course, he who pays the most receives the great^ attention*
-The padhas who teach at the pathshdlas are a hei^itary class of teachers. ^ this part of tiie
country they invariably belong to the Brdh|ynical class, but in the Punjab there are
Mussulman padhas also, who, I believe, are th^escendants of the Brahmans forcibly con­
verted to Muhammadanism during the Mussuliopi regime. The qualification of the pathsh&la

i “ Another friend of the Educational Department, Mibza. Fath MaSAWAD Bbo of Kasur, only deposes
that" there are fewer indigenous schools than theire used to be. The character of these schook is well known.
When Government aid was ofiTered to indi«nous schools, very few were willbg to accept it, and I do not think
that they wiU be likely to do so now. ” ( This is not consistent with the facts.) “ There is no regular schema of
Rtudy in these schools.”
The feeling against Mnhammudanf is nnmistakeHble.
 ( 141 )
teacbers are not of very high order, perhaps not much advanced beyond those of the best of
their pupils. The teacher'^ in maktabs are generally Mussulmans possessing various degrees of
qualification.
**No arrangements appear to have been made for training teachers for indigenous schools,
which cannot be turned to much account. I know of no indigenous schools to which the
grant-in-aid system has been applied in the Punjab. The few indigenous schools which receive
grants-in-aid from the Punjab University are very inferior institutions, and incapable,! believe,
of supplying candidates for any of its examinations/^^

I kbamtjlla K ha-N, a Magistrate of the same city, gives a more hopeful

picture o f indigenous Muhammadan schools, the icide-s^pread fame o f many o f
these attracts students from the remotest parts o f India,’* He states, inter
alia:—
**4. The number of indigenous schools in the Punjab is very limited. The exacfc number of
these schools cannot be known—the records on the point are not reliable; but it is certain that
many such schools which existed before the introduction of the Government system of educa­
tion have been absorbed in Government schools. In indigenous schools which still exist in
cities, towns and villages, no change or improvement has been effected, either in the mode
of teaching or the subjects taught. They are just what they were a hundred years ago, and
may so far be called a relic of the ancient system.
The indigenous schools are either low or high. The maktabs and pathsh^las intended for
the instruction of Mussulman and Hindu youths in elementary kiiowledge are schools of a low
order, the Madrasas, providing iustraction in different branches of learning—religious and
secular, for the advanced schools in Arabic and Persian—are schools of a high order.
In maktabs the Koran is made the principal subject of teaching, while easy Persian ancf
Urdu books, with a little writing, are often taught. Arithmetic, unfortuiiately, is much neg­
lected, Pathshalas or Hindi primary schools do not give instruction either in claspieal or %vr-
nacular languages. There, the attention of the boys is solely confined to, the multiplication
tables and to writing letters and hundis in the Majrijani character,
" In endowed Muhammadan schools no fees are taten, and not only instruction is given
gratis, but such of the students who ai*e unable to support themselves, are fed and clothed
from the proceeds of the endowment. The Maulvis teaching in endowed Madrasas and giving,
gratuitous instruction at their own places of residence, are of ten men of very ureat learning, who
have devoted their whole life acquiring a thorough knowledge of Muhammadan theology, law,
philosophy, logfic, and other abstru^ ^ranches of learning.
**The wide-spread fame of many of these attracts students from the remotest parts of India.
The normal schools for trsining teachers is altogether an European idea.
"The ma,ktabs and pathshalas may be made .* part of the Government system of educa­
tion by inducing the teachers to agree to accept the tuition of such subjects as arithmetic, his­
tory, gpeography {if necessaky, menmration ) in addition to their own books {which are alicaja
religiwH or moral), a^d to open these schools to Government inspection.
" The teachers of these schools are at present unable to undertake this work; but .1 think
they will not require much time to learn these additional subjects and mnke themselv'^i^equal
to the task required of them, if they were only paid somewhat liberally till the system
p u t i n a working order and based on a reliable footing. / '
** T3i^grant-in-aid system has not hitherto been dxtendfd to thesl schools in this province.
I can think of no private agency existing for the promotion of primary education, except
the Chaori school and the Fatahpuri Madrasa in Delhi, which receive no aid from Government.
T h e f o r m e r is a well-attended lower school and gives both religious and secular instruction;
tiphile the latter is a high school or college, teaching only religious books of a high standard, and
allowing monthly stipends to such of the scholare who are unable to prosecute their studies with­
out such support.
“ There is indigenous instruction for girls among the ]^^uhammadan8, but it is to a
great extent limited to the teacher classes and the old iuul rcsixsetable lamilies.’ Parents who
cannot afford to pay govemesses teiich their girls themselves.
**Ladies of high education are not generally found among the Hindus now-a-days. Books
of a high standard in Arabic and Persian literature Avere taught f«uMnorly ; but the instruction
n o w g i v e n is limited to the Koran and sometimes a little book-reiuUng .and lettor-wriling is
also tauglit in luldition.

The opinions of European Civil Officers arc iu favor of ('ncourn^iiip; the

indigenous schools, with the exception, perhaps, ol‘ ^Lr. J^aden-rowcll, Addi-

' Tliuy coiistauti.v tlic Uiiivcrsiiy Kx.iiiiiuatioiig.

2M
 ( li2 )

tionai Commissioner of Laliore, who thinks that the teachers would be quite
incompetent to teach what Government would require.” Mr. W. C o l d s t r e a m ,
Deputy Commifssioner of Simla, however, has always heen an advocate for the
encouragement of these schools. Mr. E . O ’ B r i e n , Deputy Commissioner of
Multan, finds in them his only hope for the spread of primary education; whilst
Mr. J. G. CoRDERY, Commissioner of Peshawar, has a generous sympathy for the
priestly and learned' classes of the province, and feels sorrow for their decay and
neglect under our system, which are, indeed, worthy of his own scholarship.

As regards the Missionaries, they are too devoted to their noble aims, not
to be able to appreciate the same feeling in the priests and teachers of opposing
creeds, whom they naturally consider to be less destructive to the religious sense
than the Government secular” system, which is subversive alike of all reli­
gions.

In the evidence of “ ten M issionaries in the N orthern P unjab / ’ even

the Koran or Mosque schools, which are so despised by the Educational Depart­
ment, are referred to as f o l l o w s -

“ Masj id schools might, where they do not conflict with existing schools,
be made useful under the grant-in-aid system.”

» The liberality of these views in men held up by some officers as unde­

serving of grants (which the Educational Despatch of 1854 devised specially for
them, few, if any, except Missionary institutions, being in existence at the time
when it was framed),—because their funds are not subscribed locally (as if Gov­
ernment schools got any local subscription in most places), and because the
Missionaries aim at the subversion of native creeds,—deserves, I submit, that the
names of those who have shown such fairness to native religious schools, should
be recorded. They are the Eev. H. David, B .A .; the Rev. J. W. Youngson,
M .A .; the Rev. W, Harper, B D .; the Rev. S. Martin, M .A .; the Rev.
R. Stewart, D .D .; the Rev. A. Gordon, M .A .; the Rev. A. B. Caldwell,
B .A .; the Rev. T. L. Scott, M .A .; the Rev. J. S. Earr, D.D., and the Rev.
D. S. Sytle,.the names being divided between tbe Church of Scotland and the
American Presbyterian Church. Surely, if the testimony of high graduates and
of experienced independent educationists is of any value, their preponderant
condemnation of the Government education system is entitled to the greatest
consideration.

The Rev. W . J ukes has the following observations on the indigenous

echools in the Peshdwar District:—

“ Indigenous schools in the Peshdwar District are comparatively few, for

the village mosques can hardly be brought under that category; although some,
of the 3fauhis or Imams are sometimes persuaded to place their schools under
Government supervision, it is only in proportion as the Maulvi is a clever or
somewhat ignorant man, that he loill refuse or accept the Government pay. In
these mosque schools, the Koran is first taught, and after that Persian, The
system, of discipline is lax in the extreme, and no fees whatever are taken. The
remedy^ as I have endeavoured to describe in my answer to question 2, will he
to encourage the grant-in-aid sysieMi gradually^ There is another class of
schools, called m&ktabs, which exist in lairly iarga numbers, in which the edu­
cation is frequently non-religious, where the fees are very small. There are
one or two instances of small schools in the Peshawar City, which have been
established on the individual responsibility of a Shia Haji. ^ s a rule, these kinds
of schools exist for a few years, and then break up altogether.”
The answer to which he refers is as follows
A. 2.—The ONLY way to improve primary education is by encouraging
emsting schools under purely natwe control, whether in towns or villages, and
xewarding the teachers, on the understanding that their scholars continue their
education in higher schools.
 ( us )

Inspectors and Deputy Inspectors should not try to quash existing native
Bchools, as 'is, or has been^ so often the case, by swallowing them up in Govern--
ment or Aided Schools. AH suoh ind/igenous schools should be under Govern-
irient inspection, and. the number of trained teachers should be indciinitely
increased to meet tlie increasing need.*’
With singular liberality and farsightedness, Mr. JuVcs makes the following
suggestion:—
^ In tbe examinations there sliould be purely optional papers on the
various religions, Christianity included, It would give those an opportunity
of taking a higher place who arc interested in religion/’
The experienced R ct, E/. R. W intmii of Delhi (the only placc for whiclitlie
department may bo said to have shown some consideration), says as follows :—■
“ In the villages, the great majority of the landholding classes are neglected, and
there is a general complaint, that though they pay the educational cess, they
have in most places no power of educating their sons/* As regards indigenous
schook, Mr. Winter supplies the following important evidence —
Indigenous schools for the middle classes exist in considerable numbers
in Delhi, but to a less extent in the villages. They evidently supply a ivant that
is felt', i!or though from 16 to 20 years ago a large, number of them were
absorbea into Government or Aided schools of the ordinary type, yet they have
again sprung up in greater numbers.
“ Among Mussulmans there are two large schools of a higher type, contain­
ing roughly about 100 and 200 boys, and a third is about to be opened; in these
teaching is given in Urdu, arithmetic, higher Persian and Arabic, There are
also inmmerahle small ‘'Maktabs’’ for teaching the simplest elements of
Persian and the Kordn by rote. They have no system of fees.
“ The Hindus have many small **pathshalas” in which, for Banyds* accounts,
they tfiich m^hajani and Biuitiplication tables of a highly complex kind; also
Hindi and occasionally a, little Sanskrit. The master is rewarded by a a
Sunday, by a little atta, &c., monthly, by a present as each boy fimshes a cer­
tain part of a book, and by a mollifying feast given by the father on the admis­
sion of his son. These teachers, whether Maulvis or Pandits, have no previous
training, being simply produced by the demand,
“ I disfavour ma-king these schools part of the Government system for very
young boys; the people prefer the liberty and variety allowed, and such schools
must be indirectly influenced by the Government and Aided schools which the
Hindu boys subsequently enter. As education steadily affects the minds of the
people, they will themselves demand a higher standard in their indigenous
schools. No such schools are found among the lowest orders.”

The B^everend Dr. D’E remao, Roman Catholic Chaplain of Murree, gives
evidence regarding indigenous schools, which, however disparaging to them,
show that they could be utilized:

“ Though what we would call a school does not exist indigenously, yet
there are assemblages for teaching, connected principally with mosques and
temples, which we may call indigenous schools. These are in fair number; but
I think the teaching is very poor and superficial, and the education is nil.
Besides these, there are other so-called schools. An enterprising person starts
?is a schoolmaster, and gets a few pupils (he may be of any except the lowest
caste), whom he teaches what he can. The first kind of indigenous schools is
a relic of the village system. Reading, WTiting, a little grammar and aritbjoaetic
and religion are the subjects generally taught, but very superficially and per­
functorily. Discipline there is none, and is not dreamed of. Methodical teach­
ing also is conspicuous by its absence.- The old style of ‘ conning aloud,* which
was a necessity when books were few, is still followed when each boy has a
book of his own. Their qualifications are—first, a knowledge of religion; and
 ( 144 . )

'secondly, a certain proficiency in literature, which goes with it. They are
usually narrow-minded, bigoted and icjnorant of science. The Normal schools
scarcely supply the want of teachers for such schools. These indigenous schools
might be utilised for general education by exacting, some kind of an examina­
tion previoi^ to allowing a man to teach—a sort of licensing system. I dare
say theSe indigenous schoolmasters would be glad of Government aid; but I am
not aware that(any yet receire it.”

It will be clear from the above testiiiionies of leading members of the

Hindu, Muhammadan and Sikh communities,' as also from the priesthood of
all denominations including representatives of various Christian bodies, of
“ important societies ^ d of the European and native civil service, that the indi­
genous schools have on e, only persistent and implacable enemy that denies
either their existence or their usefulness or their capabilities for improvement
and that enemy is the Educational Department. JDelendat therefore, est Carthago
so far as the Punjab is concerned. Among the numerous scholars that may be
mentioned in^ the educational departments of other provinces, which have
nothing in common with the failure in the Punjab, B e n ^ has or had a Tawney,
Hoemle, or Croft; the North-Western Provinces, a Griffith, Ballantyne, HaU,
Kern, and Thibaut’; Bombay, its Buhler, Eielhoon, Haug, Grant, and Words­
worth ; Madras, its Oppert and Porter ; and ev^n Burmah a Forchhammer—men
who are either eminent orientalists, the first condition for educational success
in an oriental country, or dge distinguished scholars in other branches of learn­
ing. In the Punjab, however, circumstances have, I regret to say, brought
together an educational staff which, whether as scholars or administrators, are,
taken as a whole, much inferior to the same number of higher ediicational
officers in any other part of India, if not in the scholastic world, even includ­
ing such countries as Egypt which has a Dor and Rogers, and Wallachia with
its Hazde» and C-onstantineschu. The following pages will show, not only that
our educational officers have not left their mark on education, incentivet to
which are constantly given by their very profession and which abound, in every
direction, in tlie Punjab, put that they have intentionally been the chief
obstacles to the progress of education in a province that offers the most
promising field, the . most enterprising population, and a government of the
most progressive traditions. They fi^t started by abolishing a number of
indigenous Persian schools in order to have a basis for their own existence, and
they now continue it, not by the increased popularity of their own operations,
but by the absorption of Mdhdjani schools, without which the small number
of pupils in Government and aided schools would be even sm alls than it is at
present.
 ( 14^ )

H.—THE PAN JAB BEPOBE, AND ON, ANNEXATION.

When I spoke about some of the moral and practical Results of even the
humblest indigenous instruction to one of the Secretaries of Government, who,
along with Colonels, seem to constitute the normal population of Simla, he
said, in a tone of surprise, “ well, then, we had better leave the country, as it
seems we do not give the natives a better education than they already have.”
Without sharing this feeling, in w^hich there is much to admire, I certainly
think that our advent has not been an unmixed blessing to the Panjab, at
least in education; and that we do not deserve to derive our income from
its taxation, if w^e continue to treat education from a purely departmental or
scholastic standpoint, instead of in a national spirit. We must cease to be
foreigners in India, and even abandon every attempt to make its millions
conform to the convenience of a liandful in language, laws, administration or
instruction. Assuming that the annual rate of increase in the population of
the Panjab w^as the same between 1849 and 1868 as between the latter year
and 1881 (the date of the last and m(jst accurate census) or *6 per cent., there
were, on annexation, 15,897,598 human beings in the territories now included
in the British possessions of this Province, of whom, roughly, 6 millions were
Hindus, 8 millions Muhammadans and 1 million Sikhs. Including the since
incorporated Delhi andHisar Divisions, Vhich now contain 4,476 towns and vil­
lages, there were, in 1854 (when an incomplete census was taken), 33, 355 towns
and villages, and presumably the same number in 1849. Assuming, at least, the
existence of 33,355 Mosques, Temples, Dharmsalas and other sacred edifices in
which some teaching was carried on (not to count the 3,372 indigenous secular
schools which were ascertained to exist in 1854, or to speak of the large number
of schools held in the houses of teachers), and giving each “ collegium” of pupils
an average attenj^nce of 10, we shall get, at least, 333,550 persons under in­
struction in a Province in which we have now about 113,000 assumed to attend
Government and Aided schools, and a much smaller number in indigenous
schools (according to the last census the total number “ under instruction”
of every kind would only be 157,623) What the state of education was in the
time of Ranjit Singh may be inferred from the enumeration of Sikh authors
in a previous Chapter. The list of men distinguished for learning in other
denominations is even more lengthy; whilst the evidence of our own Admi­
nistration and Settlement Keports (so far as I hav© been allowed to see them),
is conclusive as to the general spread of the elements of education in the Prov­
ince: Of course, people may differ as to what is a “ school,” just as the defi­
nition of “ a village” seems to have risen from the day of Sir John Lawrence,
when ’it contained about 450 persons, to being a town of 5,000 inhabitants fpr
tte purpose of Educational Reports on primary education. If a Koran school
is riot a school because only the Koran and prayer books are taught in it, or an
Arabic school cannot be classed as such because it is freq^uented by adults; if a
“ collegium ” held, according to Hindu tradition, in the teacher’s own house,
is not a school; if to read and write Gurmukhi and the “ Paharas ” i&not to
knoir the “ three ” or any “ r’s, ” then, of course, all discussion is at an end.
If a Pandit is illiterate because he does not know the latitude of Timbuctoo, or
0Mm,0t answer the question of Bishop Middleton as to where the English came
from, and finally declares them to be descended from an alliance of cannibals
with monkeys (a Darwinian solution of the Simian difficulty, not quite un­
worthy of notice), just as some Britpns do not scruple to term the French a
cross between the geneval ancestor and the tiger, then also there is nothiag to
be said in favour of indigenous education. The Russians call the Gemians Ni-
emtz6,*’ or unable to speak intelligibly, but there still e ^ t intelligent speech
and an extensive literature in the li,therland. When, however, by school is
meant mdUgenom school; by a knowledge of reading or writing that of the
mdigenom characters; .by learning or science, oriental learning or science, then,
indeed, was education far nyjire extendgd^ when we took the Panjab than it is
at present. No man of claim to erudition, no priest, no member of any of
what we would call the learned professions, no poet of any merit, no clever
artificer existed who did not enjoy the favour of Government, and who did
not teach. In my own experience I have known a man who could bum encaustic
2»
 ( 14.6 )

tiles in colors, for whicli the trade would now pay thousands of pounds, apply
in vain for rupees 20 per mensem, in order to teach his (now defunct) art to
pupils, although attention was drawn to him by an International Jury of ex­
perts. By far the greater number of teachers and priests, who all taught, had
grants of rent-free land, and land given f o r such a purpose was never resumed,
whether there was or was not a school building, or the school was only held in
the Chaupal, or village hall, or under a tree. It would have been a sacrilege,
repugnant alike to Sikh, Muhammadan and Hindu, to resume such land, an d,
even if its owner proved disloyal, the object of the grant was ever maintained;
in other words, the school or teaching was continued, though, it may be, by a
more loyal relative of the dispossessed grantee. A settlement report, quoted fur­
ther on, will show that not only did successive Sikh, Muhammadan or Hindu
chief» respect their own religious endowments, but also that they respected those
■of other denominations. When we took the Panjab the country had gone
through a period of internal discord, followed by war and annexation by foreign-
ers^rcum^fe everywhere are unfavourablenEoTTienmltoteilHl^^
or rather uniiifenipited attenda^ school. The period from 1849, the date
of annexation, to 1862, shows the smallest number of charitable or religious
endowments, for which, as a recent ^anjah Government Gazette will show,
there is still a noble emulation among natives, in no way stimulnted by “ a
desire for personal distinction,” but inspired solely by the religious feeling.
Yet even in 1852, the report of the Hushiarpur District, a backward one, men­
tions one school to every 19'92 males (adult and non-adult), against 1 to every
20*69 in the Julundhar District and deplores that result. The schools were
deserted; many of the priests had, of course, represented the Church militant
against our invasion and feared to return to their lands, which were resumed
without mercy, instead of continuing their object by making them over to
other teachers. StUl in the very year of annexation, 1849, Sir John an4 Sk
Henry Lawrence were able to declare that thefe was one scSt>61 to every IjtSS
inhabitants in the most backward of tlie three Divisions of the Panjab, before
the British Government had expended anything on education; whilst in the
most advanced, there was one school to every 1,441 inhabitants. These state­
ments of the Lawrences are/ar below the mark, as I believe has been shown.
Now, in the words of the President of the Education Commission to the Di­
rector of Public Instruction, P a n j a b , t h e r e is one school of whatever sort, to
every 9,028 inhabitants, and you leave the indigenous schools completely out­
side your Department, unaiHed, uninspected, unrecognised in any way. Does
this strike you as a satisfactory fulfilment of Sir John Lawrence’s plan for
bringing a school within reach of every village ? ” Yet his enumeration, neces­
sarily extremely defective, left out from calculation the great bulk o f . Koran
and Land^j as well as the Sansent and Arabic, schools held in private houses,
and was taken at a most unfavourable time for the collection of educational
statistics. Tiie minds of the religious were disturbed in witnessing the
triumph of aliens, and the respectable and conservative elements of native
society naturally kept aloof from intercourse with the invader, xmless com­
pelled to do so by political and other exigencies. They also feared to continue
the tenor of their own ways, as they did not know what might give offence
to the inexplicable stranger, who spoke of justice and yet did much which to
them seemed unjust. Then it was that the presence of Missionaries, howevei*
hostile to the native creeds, and the strong religious convictions of the principal
British administrators, had a somewhat reassuring effect on the people; for
there was still hdpe for mercy, if not justice, when the rulers believed in God,
though the absence of demonstrativeness in Protestant worsiiip has often given
the English the name of “ creedless ” in Eastern countries. Nor can it be
denied that the personal benevolence of some of the European officers, or the
inevitable influence of surroundings or the requirements of administration
repeatedly gave a gentler interpretation to orders of the Government, which
would be deemed Draconic in these days of liberal rule. Money had to be
got out of the Panjab, by fair means if possible, but it had to be got. No way
to get it was so effective as that of the resumption of rent-free lands, whether
given for service to the State (which might indeed be resumed by an oriental
conqueror), or for religious, which included educational, or for other purposes,
which were inalienable in their verv nature. The Board of Administration
 ( 147 )

hoped to obtain, at least, a net profit out of the Province of fifty laklis per
annum to satisfy the Court of Directors, as will be seen from a quotation, further
on, of one of its Administration B;eports, but it wished to do so gradually by natural
lapses of pensions and rent-free tenures. We had conquered the country, not al­
ways by the noblest means; and although we had fought with a chiyalrous enemy,
we asserted the widest rights of the conqueror. In our resumption of rent-free
lands, we assumed that no one had any claim to his own holding, even if held
for generations, except by our mercy for what we chose to leave him. It is
difficult to speak of these matters without giving offence to men, who, judging
from the narrow standpoint of what they deemed to be to the interest of their
Government or nation, or their own advancement, did the best they could do
for the unfortunate natives. I must, therefore, again appeal to the reader to
place himself in the position of a native before he gives an opinion as to whe­
ther we did, or did not, deprive indigenous education of its endowments. A care­
ful enquiry, in spite of the difficulties thrown in my way, has convinced me that
we resumed by far its greater bulk, sometimes from ignorance of the actual state
of the endowments, sometimes from carelessness, often in consequence of misre­
presentations by underlings and Naboths, but more generally from the self-de­
ception to which human nature is liable when dealing with tlie weak under the
strong stimulus of official interest and in obedience to orders. Indeed, our
Panjab officers deserve credit for the way in which they discharged an unconge-
nial duty.
I should have allowed the past to buvy its dead, had I not been able to point
out in my “ Precis and conclusions*’ that the great wrong that has been committed
in the PanJab (though greater wrongs may have been committed in other Prov­
inces or countries) can be remedied,not noly without any cost to the State, but also
to its pecuniary ^vantage, and that such remedy will eventually relieve it of all
expenditure on primary education, besides, also, incidentally increasing the
revenue. I was, moreover, bound to answer the questions of the Education
Commission, which confronted me, in cross-examination, with two extracts from
the Panjab Administration Report for 1849-51, which I will now proceed to
quote:—
“ Q. 4. You have alluded to the resumption of rent-free grants as a cause
of the decline of indigenous schools. Are you conversant with the statements
of Sir John and Sir Henry Lawrence on this point in their Administration
Reports shortly after the annexation of the Panjab ?
“ A. 4. I should like those statements to be read out.
“ Q. 5. Permit me to read to you the original documents. In the Panjab
Administratioin Report for 1849-51, paragraph 377, it is stated : ‘ The Musal-
man schools are nearly all connected with the village mosque. In such a case
the same endowment would support both institutions. It is superfluous to
observe that wherever any land has been granted in rent-free tenure for such a
purpose, either by the State and its representatives, or by the proprietary com­
munity, such foundations have been gladly maintained by the Board.’ Paragraph
321 of the same Report (for 1849-51) runs as follows: *The endowments men­
tioned in class No. 9 are both secular and religious, for the support of temples,
mosques, schools, village-inns for the reception of travellers, paupers and
strangers, generally of a monastic character. These institutions are ornaments
to the villages. They have some architectural pretensions, and being embosom­
ed in trees,’ &c. * * * *, ‘ These endowments, thmigh oceasionally re­
duced in amount^ have, on the whole^ been regarded with liberality, and in con­
firming them, the officers have mainly regarded the utility of the institution, ’
&c., Paragraph 497 of the Panjab Administration Report for 1861-53 tells
us that ‘ The Sikh holy places have been respected,’ &c., &c. Are these sMte-
ments consistent with what you have toid us about the resumption of grants to
indigenous schools ?
“ A. 5. These statements are not fully consistent with what I have said, but
the facts are. These facts can only be ascertained by a r(ifercnce to the re­
sumption records; and these enquiries arc, I understand, being made at my
 ( 118 )

request in the Secretariat. I made my statement partly from information re­

ceived when travelling in the Province, and partly from one of the earlier
Educational lieports'* (quoted at the end of the cross-examination).

That quotation is as follows—and, even if there had been no other, would

have seemed to me to be conclusive as to the resumption of rent-free lands
belonging to schools :—

“ No. 335, 6 th July, 1857.

Extract from B^eport o f the Bej^artment o f Public Instruction, Fanjab^ fo r
1856-57.
P b it a t e S chools e n jo y in g b e n t -f r e e land .

‘*JPara. 80. You are aware that it was a common custom in former times
to give grants of rent-free land to persons
District. Locality. Grant. who were bound inreturh to teach youth.
Most of these grants, the conditions of
Amritsar •Sultanpur One well. which were probably very little attended
Sialkot Iladinnth 37 Guaiitos. to, have been resumed, but I have been
Ludhiana Jugraon
Gogaira Lashari officially informed of their being allowed,
Do. Pakpattan isoRopees. on the coudition above mentioned, at the
places noted in the margin. In all such
cases the school is now considered subject to Government inspection, and will
be gradually made to conform to the rules laid down for one per cent. Tehsili
Schools as each case may require.*’

As, however, jbhere still appears to be some doubt about the fact (which is an
unpleasant one to admit), I will proceed to refer to a series of resumptions which
have been brought to my knowledge. As stated on page 11 of my “ Precis,
“ had I not feared to raise a storm of applications for the restoration of resumed
land to schools, I should have been able to add numerous records in support of
my assertion. As it is, a number of indigenous teachers have spontaneously
submitted statements that their schools were, before annexation, supported by
grants of land.” I also so strongly rely on the earlier Administration Reports
that I have quoted their allusions to this question at length, whilst I have
taken the opportunity of republishing otlier matter which bears on my present
enquiry, a course ^hich I also hope wiU rescue from oblivion reports of consi-
deriiL)le historical importance of which, insojne.pases, only one copy exists in the
Secretaria-t. So cloiSely was, indigenous educati6!ii*^terwoven ’^ith rent-free
tenures of land, that it is impossible to give a history df the one, without an
account of the other. Again, so distinctly was it avowed that the one per cent,
village cess was raised for indigenous schools, that it is equally impossible to
treat of indigenous schools, without referring to that cess. What I have to
show is—
(1) That elementary, and sometimes high, oriental classical and verna­
cular education was more widely spread in the Panjab before annex­
ation than it is now.
{2j That the Board of Administration in the Panjab was ordered to resume
rent-free tenures of land, even in the case of schools and religious edi­
fices when their endowments were large, thus following , the example
of the land resumptions in Bengal.
(3 ) That the Board of Administration, according to the lights available in a
period of confusion, did so with as much tenderness as was compatible
with the object in view.
(4) That in consequence most of the endowments, of indigenous schools
were gradually destroyed.
(5) That a Lieutenant-Governor of the North-West Provirces, whose edu­
cational policy we were supposed to follow in the Panjab, proposed to
maintain indigenous schools with gifts of land.
 ( 149 )

(6) That the Court of Directors preferred jo do so with money grants; that
successive Secretaries of State, Viceroys and Lieutenant-Governors of
the Panjab were unanimous in wishing to £^id indigenous schools, and
that the Village School Cess was primarily raised for this purpose, and
also to provide Government village schools to serve as models to indi­
genous schools.
(7) That the action of the Educational Department of the Panjab, in spite
of constant reminders, tended to destroy the indigenous schools whilst
neglecting its own primary schools.
( 8) That there is still an easy remedy to undo a great wrong, which is
briefly indicated in the following quotation from my “ Precis,” and
regar^ng which detailed proposals will be made elsewhere :—
“ As for the resumptions of grants of rent-free land to persons who were
bound in return to teach, my only ground, so far as this chapter is concerned, is
the paragraph quoted from the Educational E,6port of 1856-57, and which, in
the absence of evidence to the contrary, might have been deemed to be conclu­
sive. But any evidence to the contrary only partially affects the question, for
the asset’tion refers not only to religious schools attached to, or forming paxt of,
religious buildings or endowments, most of which, though not all, were respect­
ed, and sometimes liberally treated, but also to semi-religious and secular
schools granted either direct by the Governments that preceded, as to persons
from father to son on condition of teaching, or indirectly forming an obligation
to jaghirdars or muafidars. The very circular of the jNorth-Western Provinces,
which formed the basis for the levying of the village cess in the Panjab, seems
to imply this; but whatever be the case, the fact is notorious that numerous
grants have been resumed. The resumption records and the documents for
which I have applied to the Panjab Secretariat, but which have not been sup­
plied, will prove a proceeding which it was perfectly natural for the Govern­
ment to adopt at the time, and which, wherever any injustice may have been
unintentionally caused, can be reversed, even now, with economy and future
advantage to the State. Not to speak of reviving the obligation to maintain
schools in all cases of jaghirs, the grant of waste land or an assignment of the
value of, say, Rs. 2 per mensem on the village land, would establish in perpe­
tuity and hereditary respectability the village teacher, whilst gradually tending to
make him independent of the pecuniary aid from Governmenti In numerous
parts of Europe a small free site and cottage form the only permanent remuner­
ation of the village schoolmaster for the time being, and there is every reason
why education should be replaced in India on its traditional and self-supporting
basis.
The misconceptions uh4er which these were resumed may be ciassi^pd;^g.8
fallows;—
(а) In a number of instances the jaghirdars or muafidars were glal^', 10 «*Bt
rid of their obligation to maintain the hereditary schools. This
an easy task under a new regime necessarily imperfectly acquainted
with the previous state ef things, and in the confusion following an
annexation.
(б) When the enquiring officer was told that such and sueh land belonged
to such and such a teaeher, and the latter could produce no personal
grant of the same,* it ran the risk of being resumed, whereby the
school connected with it came to an end.
(c?) The alarm of such resumption spreading, the teachers in professional pos­
session alleged that these grants were personal to themselves. Even
when their "statement was l>elieved and acted on, the course adopt-ed
ended in the resumption of the land after the death of the occupant
at the time of the enquiry.

* An amount <>£ le^al proof was, oftoii roquired in the case o f such grants, which is rarely {wssesscd in India
even h« regards one’s ()wn jwrsonal or anci'stral property. Sco the remarks on tiie subjcut in Dr. Huntor’s
••Indian Musiilnisins,” quoted elsewlicre. The interest and avowed object of tl>e Govenuncnt \Voro not to estaWish
the j;enuinencss of jjiants, but to resume them whenever a flaw could bo discovered in them—(See orders ot'Uov-
^-rnnient (luoted luither on.)
 ( 150 )

{d) Above all, was it impossible for European officers to ascertain and
to appreciate whether the conditions of the grants were properly ful­
filled, To many, the laisser-aller of oriental management of endowed
schools seemed an abomination deservmg their abolition, though the
people were content to let them go on, and would have been grateful
for any suggestion for their improvement or for their,existence on the
fulfilment of the conditions of their tenure. To others, schools teach­
ing Gurmukhi seemed barbarous, and to teach Arabic sefditious (see
Reports). Others, again, thought that it was desirable to dispossess
the Muhammadan from the teacher’s seat which he was occupying at
the time of annexation on political grounds. None had the leisure or
sympathy to go into matters obscured by native diflidence of aliens,
and by their own preconceptions. The consequence was that,
throughout the country, by far the large majority of schools held on
the grant of rent-free system were resumed. In my humble opinion,
isome compensation, as already mentioned, should be made in a man­
ner which will be to the advantage of both agricultural progress and
of the State; whilst, as regards the misapplied portion of the Village
Cess, the relief from police charges to district and municipal bodies
offers a convenient opportunity of increasing the allotment to primary
and practical vernacular education among the agricultural population.

1 . — T h e s t a t e o f iNDiGENors e d t j c a t i o n b e f o r e a n n e x a t i o n c o m p a r e d
WITH ITS PRESENT STATE.

So much has already been said by me on this subject that I need only
quote a statement furnished to me by a Sirdar in further corroboration:—

(a) ^yGumiukhi Schools,

“ Formerly, in Maharaja Runjit Singh’s time, there were many Gurmukhi
Schools in Amritsar, which imparted instruction of a high order and enjoyed
jagirs and stipends from the Maharaja. These have since been resumed. I
proceed to give a description of a few of the more important ones:—
(1) Held in Bhai Juna Singh’s (Granthi’s house), was a large school, at
which both the Granths, the Guru Bilas (history of the Gurus), and
other religious books, with Arithmetic, Tyakarn and Puranas were
. taught. No fees were charged, while bread was supplied to the students.
(2) Bhai Lakhun'Singh had a school in his house, teaching the same reli­
gious books. Though this school does not retain its former glory,
the grandson of the Bhai still teaches a little. The jagir^ the only
means of subsistence, has been resumed.
(3) Bhai Earn Singh, a very learned man of former times, had a verv
flourishing school to which students from distant parts of the country
flocked and took their lessons in all the higher departments of learn­
ing, such as, Vyakam, jSranth, Kavya, Alankar, Poetry, Pingal, Litera­
ture, History, Niti, Arithmetic, Astronomy, Lilavati, &c., and he
enjoyed a subsistence allowance from the Government, which having
now ceased, no one has succceded him in his Office.
(4) Bhai Khark Singh, Dhupia, enjoyed a similar grant and imparted
similar instruction, being a man of great learning. No successor.
( 6) Bawa Amir Das Udasi was a very learned man, and a splendid teacher
of his time. He was the author of many important works. His
Chela (disciple), Saut Singh, still lives, but has no source of income.
(6) Budh Singh was another learned man belonging to the same time. He
brought out no less than five hundred works.
At present, there is only one learned man at Amritsar in the person of
Bhai Gan Singh, who gives private tuition in all those higher branches of
learning which have been given under the name of Bhai Ram Singh. He has
not got his equal. He gets no aid from Government. His son, Sardul Sing]), is
also an author.
 ( 151 )

D am - dama Sallib, a place of Gurus, in tlie Perozepore District, used to send

out scholars who had completed their education in all the branches of higher
learning. Now there are very few learned people there, comparatiyely speaking.

{b) Arabic and Persian Schools.

In former times Arabic and Persian Schools of note existed in many
places in which the higher Mathematics, Mechanics, Logic, Philosophy, Medicine,
Astronomy, Grammar, Hadis, Piqlia, Poetry and Political Economy were taught;
students from long distances flocked to the schools and were supplied with food
and books. The teaching used to be splendid, a religious duty and merit
being attached to teaching in the mind of teachers.
The teachers, besides enjoying jagirs from the Government, were respected
throughout the lives of their students, who always contributed something
towards their teacher’s maintenance.
Primary instruction was given by Mullas in the mosques attached to vil­
lages and towns; this was shared by the Hindus on equal terms.
Besides these agencies for teaching, men of standing employed private
tutors for their children; poor children were allowed to read with these
teachers. Subsistence allowance was given by Government to the minor
teachers as well. Some schools of the above description are described below :
At B a t a l a there was a large and widely-known school of Mean Saheb of
the Qadiri family which drew its students from distant countries like Iran. In­
struction was given in all the higher departments of learning, so much so that
students of this school were famous for their attainments in mathematics. A
Government jagir was enjoyed by this family which has sinoe been resumed.
People of higher classes contributed liberally towards the support of this
family, and though there is now no teaching, they still continue to send presents
on occasions of marriage and rejoicing. Sahibzada HuSsan Shah was the last
teaching member of this family.
There was a similar school, with similar teacMng and similarly drawn
students at S ia l k o t under the ]ate Maulavi Shekh Ahmedj a very famous
literary man of his time. This school has met with the same fate as above.
Mian Paiz had a school at G u j r a n w a l a , with splendid teaching in Persian
and other' subjects through the mediimi of Persian. This teacher was a great
Persian scholar and enjoyed a muaji.
There was a grand school of B a r a M i a n , at L a h o r e . It ?nay be csEiIled
a college. It was liberally aided by the Government. It ^ v e instruction in
all branches of high and primary education. I t stDl continues m a tottering state,
void of its former glory. There was another similar institution in Moran’s
Mosque under Khalifa Sahib. Students from Persia and Arabia got
splendid lessons in all branches of learning from this peerless man. Khalifa
Hamiduddin, of the Lahore Government School, belongs to this family.

Maulavi Sultan Ahmed, of G u j k a t , and Nur Almi,ed, of G u j r a n w a l a , were-

famous for their learning, and their teaching in mathematics aind other branches
of general knowledge was of the highest order. 3^hey were also aided by
Government.
Kbwaja Suleman had a flomishing school at S a in g r o s a . iu ; the Dera
Ghazi District. Men from Khorasan and Hindustan received high educatioii
here. The present state is. not known.

There was a Pereian School of a high order at M i r a n - W a l i in the Gujran­

w a laDistrict. Mear Abdtd Hakim of this family stiU gives instruction and
food to students, resident and non-resident. Government does not tifford
birn sufficient aid.
 ( 152 )

There were many other similar institutions which have not been equalled
to this time:
(o) Learned teachers o f the present lime.
I now proceed to give the names of certain learned teachers of the present
time:
^mH^««7’.~Maulavi Abdul Ali Qari. He is a man of great learning and
teaches a Muhammadan school; so do also Abu Abdulla and Maulavi Glxalam
AU.
Maulavi Sultan Mahmud is a very learned man; he is the Imam of Khair-
uddin mosque, and a teacher in the Islamia school.
Gujranwala.—Maula^vi Sarajuddm and Maulavi Mahbub-i-Alim are men
of great learning and. each of them teaches a school.
Maulavi Gulam Rasul, son of Mean Sher Din, practises medicine and
teaches as well.
Ghuiam Rasul, of Adilgarh, is a poet, a man of great learning, a caligra-
pher, and he also teaches in his village.
The Qari of Thoha in the Jhelum District is well-known for his ability
in expounding the Quran. People from different parts of the Panjah come to
him to learn Qiraat.
Begi-wal in the Hoshiarpur District has a Maulavi of great and un­
paralleled learning ; he gives instruction in Galewala, District Gujrat. There is
a similar Maulavi at Sial in the Shahpur District. Maulavi Abaidulla, of Multan,
has not got his equal in learning.
{d) Eakima,
The well-known Lahore family of Eaqirs had amongst its members many
great Hakims. Faqir Saiyed Qamrruddin, Honorary Magistrate of Lahore, still
practises medicine.
Hakim Hukum Rai was the hereditary family and Durbar Hakim of Maha­
raja Runjit Singh. He was a learned and successful medical practitioner.
His son, Maya Das, was also a worthy son of a worthy father, Hakim Hira-
nand was a learned Hakim in Sialkot,
. At Chatti, District Sialkot, Hakim Qutub-uddin’s family is well-known;
it has always produced eminent Hakims and still continues to do so.
Nathe Shah, of Gakkhar, in the Gujranwala District, is an excellent medi­
cal practitioner, and comes of a famous Hakim family.
Hakim Abdul Aziz, of Kot Udho, in the Muzuffergurh District is a great
practical and experienced Hakim. His works on medicine have a wide fame,
and are considered as authorities in India. His “ Aksir Azim,” and another
work, “ Zamurrad Akhzar ” are the principal of these, and they were published
ih Maharaja Runj it Singh’s time.
Hakim Udho Das, of Dera Ghazi Khan, is a very experienced and success-
fttl Hakim; people resort to him from all parts of the country.
Hakim Abdulla, senior, and Abdulla, junior, were once the two famous
Hakimis at Peshawar, whio had very few equals. Hakim Vali Shah was one of
Maharaja Runjit Singh’s Hakims. He was well-known for his learning and
ability in medical science. His family stiU has some Hakims among its mem­
bers.
Hakim Bibe Rai was a very skilled Hakim in Lahore; his son, Jaigopal,
still practises as a physician. The present well-known and able Hakims in
Lahore are Muhammad Bukhsh, Alah Din and Ghuiam Muhammad.
Hakim Hissam-uddin, of Amritsar, is an excellent physician. Gulab Rai
used to be another, but he is dead.
 (1 5 3 )

fanious HaMitt ip.^aIafi^ n^me

hasipas^ i^^i iaLip0ve^.al^‘^ ’ In. tMs towri^h^fe
of styi has Hakim in the of MtlHa
maJsSliMifvr a i^ery;:i^i^^ a th6rou^h schoial? in the iieces-i
sary fbpp^^idiLpSi;#; jjiedicalnm Imd a ^jJifedical ^hool taught
by ?,^§-M^hep^ hy it. On account
o f tji^ytmumpt^n ja g ir i the kegkhaf ^hool %as cea^d to exist, though
M^haiObB^4 Sk®^cif iteaohes to idai*^!tfive pnvjfte students. He pos­
sess?^ ■ites|l4iNniate ijponii the Mngs of ^the 0httgatta family, and tratoes his
descent from the Abbaside Khalifas.
I have only menfioned the moist f^mofes HaMlnis that I knBw.l There
were many other familieis] of hereditary Hahims. Ik «^ncliisioh; I may men­
tion the name of the late Muhammad Bux, of M^keiiar^ in the Hoshiarpur
Districi -7
(e) lltndt JBaids,
Pandit Madhsudan was the famous author and compiler of mfiny Vaidic
works^ - jPandit B^iarni Bhar was ah ^ i h ( ^ Baid,
The F andto of Muiradpui^ in the iAinSrit^at Distnct, ar^'Mfebrated Hakims
in the Panjab. Formerly they enjoyed jagirs^ but now no stic^ i^eans
are at their disposal. Pandhas Gunga E/£|mand .Kirpa a« 4b-
pensary of their own.
Th? Bai^s of ihe D^tarpjiirJL^istriGjfci Hoshi^^^ s^ee a very* famous familjr
of Etiiiw f h^^sic^^]^ Panjah, and hate a dis^nsary of their own

( / ) PathsUlm^
P|indit M^la B.|m fprm^ly and his grandson, :Kg,usheiBam, now Ms,
a p a th ^j^ ‘ih: Sany get, iijstew?tiQn in -thia school and
are giv^^TBrfekd als& '
The family of the Sindhanvalia Sardars always had theiyijprjy^te t?ators,j.®d.
besides the yonis Bkrd^rs^ jbthei^^^ aisp jl^ieii*

imong these teachers I may name Mean Mohsan Shah M d Shahlbk^ Ehaii i
the instruction given by these ti^chers w ^ of the highest ^q^sible type in all
depaiRtl9^4t§i ot: and Persian literature Und sciehce. j||any-
this Sardar family; ^tihguished themselves as the mafehle^s life r ^ of
their time, for instance, Sardars Attar Singh, Lehna.Si^gh ai^d Ajjitr^ing^.o-T

(^) ArUsts. '

was theprinmpal arehiteet:hiiMaha¥aja Bunjit S^gh*s days.

^afdii’and 'Hyat wexe the farno.us.gim-makers of Haharaja Eunjlt Siiigh.

!lrQMmi.ti^if€ff> Bfesirmkbt and: were rehowned.
Bakhsh, of Jastarwal, was very skilled in steel manufacturing, and was a noted
sword-maker.
A |la^E |^.^p ^fl^*ea?etit^e iaa’ehifee^emTri»y^d1h1hM®^
R emarks on learning generaI lt in the Panjab before annex4.tipn.

with^§^[)?!§^^^giafer&(aaBthoiJEy,-ihftS^^ Mfei teentibned|'|^

also A k h w a n d A l i A h m a d , who came from the frontier to instruc#^!K4\ii!‘
Nao Nilml |in^hj an(| S ix4 ^ 4|ft g ^ ^ h - ^
AstrofiOTi^.'^ “
a^: ilbi^ undei^
eputation.
»p
 ( 154 )

At B a t a l a , actually called Batala Sharif,” or the “ illustrious Batala”

in consequence of its fame for the cultivation of Arabic learning, and in
imitation of “ Bukhara Sharif,” lived F a z i l S h a h and G h o l a m Q a d i r S h a h ,
who are said to have written 200 volumes each on various branches of
Mathematics and Literature. The former wrote the famous " Tarikh-ul-wasM’’
on Tasawwaf, a book on the Sufi doctrine; the second wrote a similar S M
work, the “ Sufa-iil-mirat” in Persian which is equally known; also a volume
of Urdu poetry, called the “ Ramz-ul-ishq,” in which the following quotation
is still commonly referred to as an equivalent to the Muhammadan “ La-allah-
il-allah” —There is no God, but the God:
** Wobl, wolii, na dfija k o = It is He, it is He; no second to Him;
"Pargat hua Muhammad ko=who became manifest to Muhammad,

At B a t a l a also lived the famous Persian teacher, N a r a i n D a s , a Puri

Khatri (a high caste), who translated the Mahabharata into Persian under the
name of “ Gulistan Jinnat.” or the “ Garden of Paradise.”
The book, however, had few purchasers, and was sold to waste-paper
merchants under our rule. B a t a l a also had been the home of W a q i f (Shah
Nur-ul-din), the illustrious Persian poet in the 17th century whose “ Diwan”
is still widely read.
G u j r a t also, as has been shown above, was famous, and kept alive the
memory of G h a n i m a t , who lived in the time o| Aurangzeb, and whose
Masnawi “ Nairang Ishq” is saidtohavesurpassediii beauty find ]|)urity some of
the most famous Persian poety of Irdn, He was a native of Eunja in the Gujrat
District (famous for the beauty of its women), and ^ the teacher of Nawab
Mukarram Khan, whose histovy he wrote.
A tK A P U R T H A L A was Pandit Bullo Mai, called “ Pandit” although a Khatri,
vho wrote on Geography, Mathematics and Astronomy, and whose “ Astrolab ”
s still renowned; he died ten years ago.
The great Jalandhar Fakir and Physician, a PAj, or Priest of the Jains,
wrote on Astronomy and Astrology, or rather Arithmology, and is still known
as “ THE Puj,” a class among whom great native Physicians are as common as
distinguished Sanscrit scholars.
M u l t a n was proverbial for its “ Mina” or inlaid work, and the textile
manufactures of Lahore were said to be superior to those of Egypt.
The workmen of C h i n i 6 t , which gave a most successful minister,
Saadullah K h a n , to Shah Jehan, constructed the Amritsar Temple , the
tank being due to Guru Eam Das. Chini6t itself possesses a mosque built by
Saadulla with a moveable minaret in elastic stone. The famous Architect and
Engineei^, A l i M a r d a n K h a n , constructed the Western Jumna Canal, besides
numerous other works which have rendered his name immortal. He lived
at D a s k a , so called from being ten miles equidistant from Gujranwala, Sialkoif
and Wazil’abad„
- V '
At S i a I/'KOT the memory of one of the greatest Arabic scholars and authors
M a t j l a v i A b d u l H a k i m , who lived in the days of Aurangzeb, was still religi­
ously preserved in the Arabic schools of that city.
The Vedas were, comparatively speaking, little taught in the Panjab in
Ptunjit Singh’s time, the teachers chiefly coming from the Dekkan; but in
Sanscrit, as in Arabic, Granmiar, Panjab learning was proverbial throughout
India, whilst Panjabi Pandits also excelled in Niaya (Logic), Mimdnsa, the
Dharmshastras, Vedant and Sankhya (six Shastras), Patidhant and Siddhant
(Astronomy''
Among H akims, Mieza KlALANAURi^and Sheikh A hmad Sialkoti founded
a school in the days of Aurangzeb, whose traditions still survived; whilst at
tho Durbar of llunjit Singh, besides the amiable and accomplished Fakir
Aziz-ud-din (to whose family the British owe so much), there were Hakim
 ( 155 )

Bai, styled the “ Karm ferma,” and Wali Shah; in the M u z a f f a r g u k h

Zila, Kot Udda, Hakim Abdulaziz, already referred to, wrote in Arabic
the “ Aksir Azim” = o r “ Great Essence,” and the “ Zamurrad Akhzar,” a hook
on drugs, containing the most successful prescriptions. His cures of ophthal­
mia were deemed to be almost miraculous, and he is said to have invented a
paper glossed over by a substance which made the writing on it visible at
night.
Among B a i d s , Pandit D h a r n i d h a b . was a famous author who resided
at Lahore, and who divided with Pandit M a t s u d a n , already named, a great
reputation for knowledge of medicine. In the village of D a t a u p u r , in the
Kangra District, there was (and is still) a famous family of Baid physicians
who had a free dispensary.
It will be remembered that B a b a A m a r D a s , already referred to, composed
many works on the Waidak system of medicine. In the village of M u r a d p u r , in
the Amritsur District, there similarly lived a family of Baids. Hakim TTtt? a
N and, a Khatri of Sialkot, was as famous in mathematics as he was in medi­
cine ; he was once Mir Munshi to Sirdar Lehna Singh, Sindhanwalia.
The names of eminent scholars in various parts of the Panjab, at or about
the time of annexation, may be greatly multiplied, but I think enough has
been said for the purpose of the present enquiry, which I am proud to think
will, at any rate, rescue some names from the unmerited oblivion of a gene­
ration that does not know Joseph. Is it improbable that a Province in
which the various Governments and creeds ever preserved a profound vene­
ration for learning in spite of political vicissitudes, should hav^been barren of
education in spite of the desolation caused by the disturbances which followed
the rule of Sher Singh, and which must have accompanied annexation. In­
stances of fanaticism h j which the education of any creed suffered were rare.
It is true that the Sikhs destroyed the city of Sirhind, the head or limit of
the Panjab towards India Proper, which had long been the seat of a Moghul
Governor, and of the family of A'urangzeb’s reputed Pirs, because Guru
Govind Singh’s two younger boys had been killed there, but the tradition of the
famous poet N a s i r A li of that family still survived. Oriental fanaticism is
a temporary ebullition, and is certainly less thorough than the European in-
toleran^, which, for instance, drove out an entire industrious population from
Spain. / The spirit of Sikhism is well exemplified in Ad a n S h a h , a FaMr who
wrote tne Parabhdg or “ touchstone,” in Gurmukhi (an adaptation of the “ Kimia
SaMat” ) In which Jesus, Nanak and other religious reformers are praised. It
may be incidentally mentioned that this work has recently been printed by
Jaggjodh Singh, son of Peshora Singh, and a grandson of llunjit Singh.
The Panjab, on annexation, was very much like Germany at the end of the
Seven Years’ War, and yet the earliest Administmtion and Settlement Reports
written by the conquerors can give the following account of the state of its
education, from which we shall quote, till the period when a patriarchal
Government thought that it would fully discharge its duty to the people by
handing over its education to a Department of Public Instruction i—

P a n ja b A d m in is t r a t io n R sport for 1819-51.

'Popular JEditcaiion.

“ 372VPopular education is a matter not easily to be studied and promoted

und^OT the pressure of urgent business, wliich has crowded on the Board ever
since annexation. Some initiatory steps have however been taken. Last year
a proposition regarding the establishment of a school at Umritsar emanated
from the Deputy Commissioner of that district, and the Commissioner, Lahoro
Division, and this proposition was accompanied with a report on tlie general
state of education throughout the division. The Board submitted i'or the con^.
sideration of Government the question as to whether a school, partaking of a
collegiate diameter, should be founded at Lahore or Umritsar. Tlvj Q^vern-
ment decided in favour of the latter city. At the same time, the Board called
upon the several Commissioners to f uiuish educational reports for their several
 (( m e ))

4ivi83ons. EepoxtB have beeijBre6eive^ ^f«m all tike except Iiei^?4^d

J*««hawj).r, in ^eitller Of wMcli it is=probate can be flourfs!^|^.
373. The. high,state to which educational statistics feve beea bmi|ht- in
the Agi-a I^resid^nej. will suggest .a.i?j?in;pansoa oaLi s®m©3of sfehd ^feadi&g j^M s,
and l^s 'supi?)fed.a dknojvliedge
^most important ifein of information may be gathered from the foflbS^g
figures:—
iCaebclwioi to eVe»^
anha^itapt. ...
1.0 i,r83 'm
jh elu m 1,441 •90-
Alooltan 1,666 •66 210 . .,.*88
^Agm Bresidepoj ^ •2(1^ u' I r1^4,1'
... ^ ; I t iifj
SfL J^e schoots aria of. ^three -descriptions,
fliiidus; Mttssutm and Sj)k]^,C:r^§pec|;|vj^y, ,?BtiaiiQg
ahd ihe fudiniehti?. of ari^h]^eti^yapigeMf^ly:r1^gM4iliiifeft^ ;
at the Mussulman schools/are reaS Koran in Arabic, and the didactic and poetical
li, 4n Per^i^ .(^h.e| ^isijafmandsIBdsfeiifc)^ S i^ % 8ri^ l, the

3q devel9Bj|he - airoiiisY

i >fhe jiuinber 'iainot

;6r^ourselar^, imkiiowniJii

Im5^ ^efeip. *^ h e litugsulumii

tlie’^^ll&l^ AidsiqUe'’^ ^ ’J[n such a cade: the sa to ;eM
l|%Wper;ftubt^'*^o"’6b8erv.e i
‘^ n f ^ # , ^eiW|&e' tenure sli^ a'^ purp^§g,j ^t^er
W piSenl^lBsi^^f by th e 'jrd M b tte ' c6miiium|yil^ sffjlv

given by 'the ’scholai's aM their parents. Jtsut, occasionauy,

munity subscribe, |o^; tfe supji^t: of rlhOi mahjimaiia
so much pJx)^g}i,.. w jt^4s> iG(a)y^d§?^i;?feQjil^pi»s^aJt! hisYSiie^sY rxi^i«fia-
fi^quently ilsp, fjCa^ payjpaeft^j^^^^^ iS^eitlme^ r ^ u j^ f86la*i^i lare
allow d , ca^sh ai^wajiqe^ ar^ tperl^ the P^j^Ltljan?ijQr>Hia-
dustaiv
378. lii parfes- Of ®iriMiitatt if discitoa:giri^ tiff- 6^
education is circumscribed within certain castes, suchas Erah^ns, Bunyas, and
Khyeths, who ^ iexigfusfvtjly"d^vo^d to leaMihg, toniM penmanship;
while the great land-holding ^^d a^icultijBBd are wholly illiterate. A
similar disproportion exists a,lso in many parts of the Panjab. ^ut, |n other
parts, ediieation, such as it may be, is impaled chiefy to the agriQultural
p6puhtk/UJc Inr most distri^s testimony is given that all cM^^es^ both s 0 ’i-
trultural anid non-agrieultum , m^ifest a desire for ; mst^ucti^. It has b^e^^
ias^’faineq’ that many OM s ^ 6oKl?a^^;inQreri^^ and many rie^ sclioolii
^i‘i«^n; sinjpie annexation^. In the cities esjpetiaUy], "wheH it was seen that 'iHe
Oovernment were interested iu the^^bjeot^ ntiineroiis petitioiis. were presented
to the local authorities praying the^ ^tablishing of siihools. ]Sj[anifestat^on

,# Indeed, «o< “ nearly all«" ,

t Now tLe agricnihiral pppulatioji has bw a l a r g e l / j(?f A e , j r f i
Village School O s 8 which trasito pay for'rt ' ' ..v. ....... -.a, - -m-
 ( 157 )

; o f the popular will is rare in India, and tlie Board .are unwilling it s^hoaM be
a negleotfl#* espeeialijr Vwliiea •iudieatiVve - of ^; sjtich insjri^ti@ns? im iJiese
The

favourably entertaiued, when the resiilts w hich, have attended the efforts of
the Agra Go^aMnitot in t h i s ' I
379. It lias been already inlimated t h e ^ ^ B o a i ^ ^ a c e o n
the new systepi of settlement as au engine^jfd£ good, for the
^diffwipn of know^^ Not only wiUr t ^ receive a
thorough training in mensuration and arithmetical calo^ulatio^, but the land­
holders, being obliged to take a personal part in iliese operations, miist acquire
the rudiments of education, and must learn to exercise'thdir faculties for the
sake of preserving their mostisfa|ii©d rigbis Bild i ^ e s t iniferestgv* •
380. A-few words, of speoMfrntic^ m’e'dus^ to thet;¥2iiilitga^’^^ The
first a^inual report <?f this in§tittttion ?jhds; been. ^ :J)urin^-tlt0 past
year the, average dpiily atten(i»ilrie ihas 'lubiigased^ that is^ SO
; per. oept* Of these sfehotttt yojjie-fioutth' stdd?y iBiigMsbJT;^ progisesfs In iihis
department isjeonsidei*alile, 3 tiafva beeM'expeatad froi^ tketsti'igng d^isire
of ].eaEniiig lEnglish eyinced pafties ai} Umritsar-;pm^i)us to the
; 0staI)listaeAt of the schooli i .spelKag^ writings? antbmetic,' ele-
^mentary Geometry, and QeQgraph|Fj coii§titete fh e <^iiiise of ^ m ly In L^iore,
as well as Uiaritsar, th,e; aB¥i#y ‘to aeq^i^e iBagU^' ^is
Panjabee noblemen 9 n^ gei^tl^ieja haF^iibeir Mans taaigbtijEiagMsfa:<g£t^teJ^,
and many natives of Bengal, who possess a smattering of ^giiabilfi3!Hi'seB3|yioy-
ment as teacliers of tkat language. - . , - -- :
l a the Umritsar school th^^’e are Sindi, ^Pei’sifibn, Arabib, SanSt^if ^aiid

Khati'is ^M BMtoin^i;'aiiib% tli«'Bikh seliolars, Jats. Thfe 'majolHty

the ifesidentsf of" the city .' ’ ^ ' . • ' ■ ‘ ,- - ■'\u *

383. Ia©i»der that the growing waats of .^escientifeo-estfd^Msljaaetyt^inplay^

on surv^ty^ and ptiblic.WQfis tosMppiiftdy; thKtBoard^wtil^en<56’ii|s^ sda^di-
dates to seek the education awi tiraiiiia'gfnT33j®feficfe%y;vMife^i5ii«»i5Mv©(Slegd5*
is also worthy of xjonsidjerailJon Ivh^lh^ mBoiiistitutim on. sitQilai^ plaafe m^g^
jjipfe^ifoiweded m the^Eai^ak ^ ioqi;T oto; * . ‘ ^r ^
o84. Connected with'#ie sut3ject bi edii^^tion is the employment of Pan-
Ij^ e ^ f4p dQ0v^niB£»t ,Q0ioeg. It is iteiy/r£Q|iiifi rtiwttiiitieJ ® iatri^ who
eeki^ppoMtiftfiijfe suffi^^tfjcjii^aMea^ ljii^i®MplQy5 and

iOnly by nj^ives <^?Hiiidpste«k,fit wa^ f{H^Qjfec@8sa»y£csa£te»l?maexa^

^place the Jattfei? itir^mliBy^ Qfatferib€«fe^ppbin^6iits4»f*'^lie ^iBoagrdiim’eok^^
i^etJ^MxioiifL^Mthepe ©i§6p^jiiyspt^ tl^!^otBit»yil^d
ltibey;;df>trtiliiw^;th^ife4ihia^QU^ ye^itdmA^rsy ^aalifle^
In thfe meaiitisate by plaol»g y (to g Panjabiefii in, lsfcA{(^kiat« «posi)l[ tbisy "libp^
tfeat a l>ody of men may heoome.trained tbjrise toifae higfcesl^fSDsitioa.’?

The followiu^ extr^c.t^ fw -t h e ^ettlem^tiEepojetB 1^52 mfjy.sforlUc^

illustrate the state of iadig^Qiis ei^jition in tUq,Paniabllx^ia Qttffpoint pf
view :— n>:L

^ iBage 87 |^m. 3S1J Asianria^antm;a£Gm^^i/Gi^5^ce3[»

mati^ a^d)MhSu reli^ si Mlemta, ¥i
1 may^ ^ ^ e 1tjhat vfwlien / Goraqt; jBoteindi iv^aIJwiaiMieiaiigi?inl the s^Jiiiiis&iysts/i ^
» AU tibiis bas «o< been douc. f These liavc cciiscd. + As they still are.
-Q
 ( 138 )
came to Sadhoura and was hidden by a Syud from the royal army. The
Goroo gave him his cornb, and some of his hair, which is still in possession of
the Syuds, who can raise money from the Sikhs by showing this and tlie writing
which accompanied.it. The reverence paid to Googa Pir and Sad war Lootteen
by both Hindm and Mimulmen is also a curious fact connected with the
religious habits 6f this people.
Page 89, pata. 391. Educational institutions are of six kicds :—
(1) Muktabs, where Persian is taught.
( 2) Chutsals, from Chutta, a school-boy, where Hindi is taught.
(3) Pathshala, from “ path,” reading, where Nagri or Shashtri is taught.
(4) Muktabs, where Arabic is taught,
(5) Schools in which Gurmuklil.
(6) Schools in which English is taught.
Para. 392. Persian schools are not much in vogue; they are only found in
the Quasbahs, or large villages. They are generally set up in his own house by
som0 individual who wants to teach his children and employs a teacher on 2
and 3 rupees a month; others who wish to have their sons educated too, send
their boys and give the teacher from 2 to 8 annas a month according to their
meaiU. The income of the teacher is thus made up to 8 and 10 rupees a
monm. Boys come to school at from 5 to 6, some as late as 10; they read for
8 an4 9 years; some as long as 12 or 18. Many then get paying employment
of sotne kinds and discard their books. The parents are too lenient, and do not
insist upon the attention of the children; some cannot pay the teacher and the
boys are withdrawn,
Para. 393. The teachers are men of unfinished education; they are not
eimmined previous to their appointment,* and are many of them ignorant of
everything but how to read and write. The teacher reads out the lessons
which the children repeat after him ; some few repeat from memory. They
have a repetition day once a week, generally Thursday, in the forenoons. In
the afternoon o f that day they learn poetry^ and in the evening cap verses.
In some schools one of the boys is employed as an assistant to the master, and
hears every day the repetition oj the previous day*s lesson. The course of read­
ing is very low ; works on ethics and morals are not read. They are taught to
read and uorite in all the schools^ and in some they are taught to cypher. The
first attempts at writing are upon a chalked board with a pen made from the
sunput grass. Then they come to paper doubled twice; a finished penman
writes on a thin piece of paper, only supported by his hands.
Para. 391. Absence is punished by admonition, pulling the ears, and
caning. If a boy does not come, another is always sent to bring him ; every boy
is numbered when he comes into school, and when they are dismissed are sent
away in the order, they came, the first with one pat on the hand, and the second
with two, and so bn. The last boy who comes into school and who is called a
“ phadee,*’ gets the most pats, and these a trifle harder than the rest. Inatten­
tion and stupidity are punished as above, and by refusal of the indulgence of
holidays. Boys are expelled for theft or any other serious misconduct. Tutors
are respected and looked up to, and the appointinent is one much sought after.
Fridays are holidays, as are the Akheree Char Shumba, the last Wednesday in
the month, Eujub and other feast days, and ‘ Teacher’s * festivals. On the
occasion of these festivals the children give smaU presents of 3 or 4 pies to
their tutors, calling it “ Ee d e e n o t h i ng of artizanship is taught by any res­
pectable schoolmaster.
P'ara. 395. A Persian school and pathshdld ^ r e established in Umballa
by Sir George Clerk; he got up a subscription of 11,000 rupees* from the
Kative Chiefs, the interest of which, 34 Bs. a month, was devoted to the instruc­
tion of cliildi*en. I understand that the management of these schools is now

■ Where is tbat money now?

 ( 159 )
ontrustcd to tlie American Missionarjles $,t Umballa. In these the holiday is
Sunday; a public yearly examination takes place in Ndvember; prizes are given
to the best boy. Tiie Bible, I believe, is not insisted upon, but read and ex­
plained to the boys once a week.
Page 93, para. 417. TlieGruntli is the lioly bo(j>k the^iklis^ which they
come to hear read by readers (GrUjntUee^); it is tionsideredl ad'v^isbble to hear
the Gruntli read at all times, bnt tlio nlQst favourable dates arp thei holidays of
Dewalee, Ilolee, Dasscrah, and the lltli April, Slmnicaryat, M^kh, Bussunt, Pun-
cliamee, and the 5th and lOtli evenings ot tlie light half of the lunar months.
The reason of the 5th and 10th being Selected is that Gurm CSobind Sing died
on the 5th and 33aba Nanak died on) the l*Oth of tht light half ()f the moon.

L u d h ia n a SE TTt^EM iiN ^ R eport .

Page 29, para, 24. The native method, of education, as it n0w exists, is very
primitive in the district; therie are some 60 schools where the cjl^ildren of the
mercantile classes receive the educatiop necessary to enable th0nm to carry on
their trade. These schools a;re very r ud e t he younger boys mayt)j$:seen acquir­
ing the rudiments of arithmcjtic with tlie fingen for a pencill and sand on the
ground at the doorway for aj slate. Among the agricultu'ral cl^iisflls generally,
there is no attempt at education. In some o|f th^ higher famili'iBS, such as
Jaghirdars, or others possessed of property eiiceedmg the iisuali amount of an
ancestral share in a village community, d reader o^ the Gpruntb may b&; found
who imparts instruction to the extent of ueadiiig and writiiig Gurmukhi.
The young girls are likewise thus far instructed. Sijich a teacheit, ijf not pernia-
nently attached to the family, usually resides iii it some 6 pr 7 years, and the
hildren of other neigbbouriag families are similaAy ataitted to share in the
cnstruction.
Page 30, para. 25. The charitabte imtitidihns th^ district are
chiefly dependant upon grants o f land for their supports, In tie ordinary
buildings devoted to these objects, whether small or largie, they aU called
Dharmsalas. Two or three religious mendicants are usuiiiliy to be met with,
a reader o f the Grunth, the scriptures of the Sikhs, and ^ menial to prepare
the food. The volume o f the written in “ GUrmukhi ” fend resting
upon a stand, covered with a showily embroidered covering, w fixated with
universal respect, and in Hans, of pergunna Ju^raon, where the i^^der of the
Grunth was a most diminutive dwarf, the adoration with which 'th» i^oraht
rustics treated him, prostrating themselves tp the ground in his presence, w<ts
something ludicrous * In the larger Dharm^las a large kitchen establishment
is supported, a pair of bullocks being required to grind the com, and the sup­
ply of food daily meted otit, not only to the poor and needy, but tO'the casual
traveller, is very considerable.
Page 60, para. 50. Ithas heen only on the clearest proofs that the Mmfidars
have been recorded as proprietors o f these rent-free lands^ or where the land
h ^ been resumed the settlement has been made with them; the primd fa cie
condition of such lands being, that they were the property in common either
of the whole village or of that sub-division of the village in which the lands
were situated.
Page 84, para. 74. The one per cent, road fund, and the commutation for
service money are the only claims of Government upon the jaghirdars. What­
ever rent-free plots of land are in these villages, excepting grants of the time
of the Emperors, as regards resumption and continuance, they are under the
observation of the jaghirdars.

E rom Settlem ent B e jo r t, H o s h ia r p u r D is t r ic t , 1852.

55. Prom the Educational Statistics given in Apj)endix N it will be seen
that thei state of learning is not very flourishing in
Educatioaai statigtics, Appen- district. On comparing it with a similar return
“ ' furnished by Mr. Temple for Julundhur, I per-
• Why.
 ( 160 )

ceive that in that district there is oiie school to every 4*87 mehals; in this
district ^b^re is one o ^ to. 9'48: inhabited? '
m ^ ia ls M ft lfT O e k ^ i i ^ e f o r ,Ho^hj§j’|)iir/Jtlie»© ;is joii® sc^ooli;
In^thife' one scIj6q| .^ pyLey^iJl% ^adults :4nd (hori^
adtilis) ^ m iJMfeimfir 'tio^e is’one to evei^
every 2 20'69.
0 '^ ? Jlei^
ile m jihere^ a»e :^7*-79l
there^^7.axe "bow i
7*=79l "boysf
to ea**h school. Out of the 156 schools there are only 6 in^whicli Qurmukli^ is
tai^Jitb
‘ 54. oji .eduf^at^onM iiistiijtmtionsas^ aoiithty^&‘ Vei^y ^ reat; but
* « fc t o r t » t o ,,M :sucW tts; «iei-e are;
gj.; ^hoipLjthjBtra^rj^eHiiH^ntihlj? pay 0^ eacn school-
’
masffer is‘(^T^.^ ctti’efikliy eblquiTed int6 , and,
smarfa^ il iti has; been calcukted from
both money Md grain paytiients. The class of schoolmasters is a very mean
one. The teachers are gejQif^aUyi derive bu a partial support
from their own exertions*, the rest being mp.de up by their near, relatives, w^o
oft©a;gQ^biflai^<&^^ "and’ ’^J&o, trlien they "become. too aged for the active
dutif^ ci4ife/?l®tfarn^|pQ#^fe^ d in tlie^'sch06l those to Whorn they have hitherto ,
renxler0i"peeaifialy>iisi^t£iiiee. Tke scljoolin'a^t6r's gcneralljf p,kc out a fjurther
pittsBjispe^ytf^SBii-i^tf^dip^'- ^fclji^ted *food’’ 'fto^ their jpupjls; a,nd they ajre
furfcb^Eibel|>ed: fr^Si |he’ jpare^W^dt;marriage festivals.
jsitolve Isf&ds to^heknnual'aiiiiotint of Rs. 36,070.
taken tip an(J deter-
iis i o t Hj Viyii siiiiii^4 1»!©idd? b^r^gl^^d, and wine'* r f theni would
be ^ i g e ^ it y u ' have been ‘ gcrutiiiked ^ind

fo A t !ffra0^ ‘pt^sue'^
j i ^ W - % and tKe
though they respect and deprecate interference with prescriptive claims,' are "
rea^^t^c|^dow^ ^n^ iw|uito|i^ |iI^pJ4 e» £c|t, rtfe

« -a JA’tf fw...JbTO^OfXtl_/C7VXl^
1S1k«o'T“ fe fo m i adow4^rf^ord!ng't^^ '^ assessments fi?;ed upon tlje ,
coni8^^tffl3B34dib^^iJ®fe^iM/-^#W 4 ^ ^ -5 0 ijodr& owirig to jk e .
Thei\ja^tel0state^0f rdbp X^hief/Kaja'i^urmQibi.
Chi3|j|4,l¥ia»jia^q®s^ ^

ill l® d2 (Pririsep^s =
Rep^Wf weVe. I j i 14
8chd&tj f '^ f iS e % ^cndois,'ail fiad" been in existence hefore.arims^^Uorii ^X abov^ ■
30 years, 18 above 20 years, 16 above lOlyears, 13 above 6 years, and 41 below
6 yep^c ilh ^ e on6 School possessing two teachers; 8 teachers
taugkl gmiinitonsly;! 124 sdh^^^ iii Mosques or Dharn^sala?, and 1^
in miscSlaneous pifeesxi:

The remunea’jition was i;i 19-^ i cases^fRs. M,672, ^ ain ^orth JB

Es. 3,511, so that the average pay of each teacher was Bs. 23 or about Es. 2 per ’
month. There were 1,923 pupils, of whom 889 vere Muhammadans^ 91 Sj^_h$,
45 , 291 Brahimins, 295 Eatris, 24 Eajpvits, 27 Jats, and 260 |b^© 1-
laneous:— 'i ‘^
963 wQi-e abov’e.ifl year^; of age.
,, ,, ^ ,j

292 „ „ 6
110 „ below 6

As regards the opcup^tlpii Q;f tiie.papiibts : the pupik-rt

508 wieie RgrtpiilturJilV
&bl ip: Trade; d * v r
1,1 o6 miscellane#;. >
 ( 161 )
The schools Were—
1 for Gnvmukhi.
7 „ Sanskrifc.
15 „ Hindi (Laiide? )
91 „ Persian.
35 „ A ra b ic.
Noue for Urdu.
The pupils read the following languages
12 G u rm n k h i.
15:2 Sanskrit,
329 Uiudi (Laude ? )
99-'5 PersiiiU.
436 Arabic.

^E xtract from A d m in is t r a t io n R eport, P a n ja b , 1851-52.

457. Ou the receipt of a report from the late Lieutenant-Governor, North-
Western Provinces, on the results of the experi-
?roposai to extend system of the mental sclieme wMch had been carried into effect
Provinces to t e 1349 jji ejglit districts, with a recommendation
to the effect that it might be extended through­
out the North-Western Provinces, the Supreme Government were pleased to
direct that the Panjab authorities should consider whether a similar plan might
not be beneficially introduced into the Panjab. The subject immediately
engaged the earnest attention which it demanded, and detailed projects have
been submitted.
458. It is believed that both the necessity and encouragement for the
educational measure exist as much in the Panjab
Educational wants of the Panjab. ^ province of this Presidency. There are
le s s prejudices and fewer elements of passive hindrance or of active opposition
here than elsewhere. The Sikh fanaticism and political fervour are dying out.
The Hindus are less superstitious and less priest-ridden. The Muhummadans
of the plains as contradistinguished from those of the hills and the frontier,
though formidable in number, are less bigoted, less bound by traditionary
practice, than their co-religionists in any part of India. The upper classes
display a candid intelligence and inquisitiveness in respect to Asiatic learn­
ing and European science. The agricultural classes, though uncouth, are less
apathetic a n d illiterate in their tastes than might have been expected ;
the village accountants display a shill not surpassed, and often not equalled, in
Hindustan. The working classes evince a considerable aptitude in mechanical
art. On the whole, the Punjab is ripe for the introduction of an educational
scheme.
459. There is ample scope for the establishment of Government schools at
Mode o f establishing village the revenue offices in the interior of the districts ;
schools. for the appointment of district visitors, one to each
district, aided by several assistants, who will not only preside over the Govern­
m e n t schools, but also stimulate education *by travelling about among the vil­
lager, explaining to the people the advantages of a school, to render aid by the
procuring of schoolmasters and books. Such officera might induce the commu-
nitiies to set up one school, if not in every village, at least in every circle of vil­
lages, so that at length there shall be no village througjtiout the land in which
i;he children do not attend some rudimentary school. The supervising^oflBicers
should for the present be natives of‘ Hindustan, but the schoolmasters must
, , , . , be Panjabis. Some special seminaries for the train-
orma sc 00 require . schoolmasters, such as Nonnal schools, should
be established. The general system might be introduced to a greater or less ex­
tent, according as the civilization of particular tracts may vary, but all districts
and divisions may be admitted to share in the benefits of education. The Per-
-sian and Urdu languages might be taught in all schools, under the patronage
tjrdu language best adapted for of GQ|'ernment. But Other languages and charac-
Panjah schools. ters, such as Hindi, Sanskrit, Gurmukhi, Pan-
"l u
 ( 162 )

]abi need not be used.* The simplification of language is a matter of import­

ance, and the Panjab offers facilities in this respect. Gurmukhi, though
of sacred origin, and in the days of Sikh supremacy both a courtly and priestly
tongue, is now rapidly falling into desuetude. The Panjabi, as a spoken
language, is also losing its currency, and degenerating mio a mere provincial
and rustic dialect, whereas the Urdu or Hindustani, as the prescribed language
of the courts and of the public departments, is becoming familiar to the upper
and middle classes, and the ruder population understand it nearly as well as
their fellow-subjects of Hindustan
496. During the period of the Board’s report the country might still,
though changes were everywhere being wrought,
Social aspect of the Panjab. recognized as the Panjab of the Sikh dynasty.
The settlement of the country is by the present date assuming its solid and
permanent proportions; the transition is well nigh complete, and the country
is becoming the Panjab of the British power. The feudal nohility of E-anjit
Singh, the pillars of his state, are tending towards inevitable decay. Their
gaudy retinues have disappeared; their city residences are less gay with equi­
pages and visitors; their country seats and villas
D e c j of the Sikh amtemoj. Jre comparatively neglected. But the British Got-
emment has done all it consistently could to mitigate their reverses, and ren­
der their decadence gradual. They receive handsome pensions, or they retain
for their lives a moiety of their landed grants. When any of them have been
judged to possess hereditary claims, a fair share of their landed fiefs has been
guaranteed to them and their posterity in perpetuity. They are treated with
considerate respect by the servants of the Government; they swell public pro­
cessions, and attend at ceremonial durbars.

The Fons of this nobility and of the gentry generally are seeking Govern­
ment employ, and acquiring a liberal education. Their retainers similarly
enjoy the bounty of the Government. The numerous dependants of tl^
late regime are also provided for. Not only are the royal widows and their
attendants being cared for, but also the oflBce-bearers of the court, the cham-
Condition of the classes connected berlains, the mace-bearers, the soothsayers, the
with the late court and nobihty. physidansy the savans, the musicians, the men-in-
waiting, are all borne on the pension rollsi of the British State. All these
classes naturally sink into obscurity ; and though everything like splendour has
vanished, yet it has not been succeeded by poverty; and the multitude, which
surrounded and supported the throne of Banjit Singh and his successors exist
in substantial comfort.
497. The priestly classes have also every reason to bless their new masters.
The Sikh holy places have been respected. The shrines at Dera Nanuck,
TJmritsur, Turun Tarun, Anandpur, retain a large portion% of the endowments
which a Sihh Government had lavished on them. Liberality has indeed been
extendf'd to all religious characters, even to mendicant friars and village
ascetics. These people have been allowed by the thousand to retain their
petty landed grants on a life tenure. | There is hardly a village mosque or a
Tiie priestly castes and the religious rustic temple, or a shaded tomb of which the ser-
classes. yice is »ot Supported by a few fields of rent-free
cultivation. These classes, though they will not become extinct, will yet
greatly fall below their present numbers when the existing generation shall
have passed away. In the meantime they are kept contented,^ and their in­
direct influence on the mass of the population is
e mu c ass. enlisted on the side of the Government. The early
-----------------------------------------— 1 -------------------------------------- --- ----------------------------------------------------------------------------------------------------------------------- ---------------------------------------------- ----------------------

• This policy at once prevented the utilization of existing indigenous schools.

t The interests of indigenous education required the permanence of laiid tenures, uot the personal solatiuir.
o f pensions tenable for life.
t What becomes of the assertion that the endowments were respected, when cither only a “ portion” which
in the conqueror’s eye was, no doubt, “ large” was maintained, or when the innumerable “ petty landed grants”
tenable in perpetuity, were reduced to “ life-tenure r*”
§ Here We have the secret of not taking aWay their all from the teaching “ priestly castes and the reli­
gious classes.”
 ( 163 )

absorption of the famous Sikh soldiery into the body of society will be a
theme for future historians. The fiercer spirits have taken employment under
their conquerors, and are serving on the Indus in tlie far West, and on the
Irrawaddy in the far East. But the majority have returned to agriculture in
their native Manjba and Mulmas, and anticipate the opening of the new canal.
The staunch foot soldier has become the steady cultivator, and the brave officer
is now the sturdy village elder.

498. The Sikh faith and ecclesiastical polity is rapidly going where the
Sikh political ascendancy has already gone. Of the two elements in the old
Khalsa, namely, the followers of Nanuck, the first prophet, and the fDllowars
of Garu Govind, the second great religious leader, the former will hold their
ground, and the latter will lose it. The Sikhs of Nanuck, a comparatively
small body of peaceful habits and old family, will
Partial dec me o e ic ai . cling to the faith of their fathers; but the
Sikhs of Govind, who are of more recent origin, who are more specially styled
the Singhs or “ lions,” and who embraced the faith as being the religion of
warfare and conquest, no longer regard the Khalsa now that the prestige has
departed from it. These men joined in thousands, and they now desert in
equal numbers. They rejoin the ranks of Hinduism whence they originally
came, and they bring up their children as Hindus. The sacred tank at Um-
ritsur is less thronged than formerly, and the attendance at the annual festivals
is diminishing yearly. The initiatory ceremony for adult persons is now rarely
performed.
I
499. Among the agriculturists, the influence of the chowdries is on the
Fioarishing state of tiie agricul- decline. They are a species of local chiefs or prin-
tural classes. cipal resident gentry, who, under the Sikh regime,
aided in collecting the revenue, and enjoyed many privileges and immunities.
Many of their privileges are maintained to them.
The local Chiefs. ggrvices are no longer required, their
power is on thewane. The undue power of th3 headmen also over the village
communities has been curtailed, but their legiti-
The headnoAn. mate position as representatives of the brother­
hood, has been strengthened and defined. The numbers of these most useful
coparcenaries are in every respect flourishiag under British rule. Their tenures
have been adjudicated, their rights recorded. The change from the appraisement
. of the standing crops, or division of the garnered
e village yeomen. grain, to a regular money taxation has protected
these peasant proprietors from the interference of Government officials, from
the frauds of their more intriguing brethren, and has given a real value to
landed property previously unknown, while the hai’sher consequences of cash
payments have been averted by reduced taxation. The class next below them,
namely, the cultivators, are deriving equal benefit.
T u e cul ti vators. never were their rights and the return for their
labour so secure as now. The non-agricultural residents of villages are also
living in increased comfort. They are no longer liable to tyranny and exaction
on the part of their landlords. The cesses and manorial dues which they may
have to pay are better regulated. The important class of village bankers are
not likely to suffer materially under any regime;
e v i age n ers. certainly well-to-do sinder British rule.
They have enhanced facilities of recovering their loans from the landholders;
in this respect they enjoy every possible advantage. Ou the other hand, the
proprietary bodies are becoming less and less dependent on them, as frugality,
prudence and good management increase under the influeace of the money
payment system.

500. The working classes and day labourers and artizans, owing to the pro­
gress of cantonments and gigantic public works, arc
Tke«orkmgek88e,. prospei'iug boyoud all pi'ecetlciit. Tlic mass of
the poorer population in cities, the artizans and mechanics, are better otf
than they ever were. The miscellaneous classes, sucii as servants, camp-fol­
lowers, strangers, emigrants from Hindustan, arc all greatly bcneliting by
 ( 164 )

the extraordinary cheapness of provisions.* Among the comnierciai classed

certain sections may be losersi but the great majority are laygely sharing in tiiji
. general prosperity. In some places jjhe priifttrientffl
. anu ac urevs. manufactures that adorned the coiirt and camto
of Ran] it Singh and of his provincial governors are out of lashloili and
hranches o f trade must suffer. In other places the retail clealers^^must yield to
the greater capitol and enterprise of the wholesale traders; btit the trading
class who carry on the, traffic between India and Central Asia, who condiict a
, commerce through the routes of Peshawar and
Dehra Ismael K.ban, in value at'least half a millioii
sterling per annum; who bring the furs and wool, the raw silk, the fruits, grojr
ceries, drugs, the leather, the chintzes, the horses from the l^r West, and send
in return the British piece-goods, the European hardware, the Indian fabric,
and the sugar of the Panjab; and the men who bring the Wool and the iron
from the Himalayan regions, and the shawls aiid blankets frond .Cashmere; and
the parties engaged in the increasing export and import trjwie through Kurra-
, ■ . chee in wool, indigo, saltpetre atid European stores—
Mer cant i l e finttB. n i ,, . i i
all these people are thrivmg even beyond expecta­
tion, The great banking firms that have connexious ramifvxng all over IniUa,
and have even correspondents in Europe, are rising still higher, and will soon
realize the description of / ‘ merchant princes.” f According to the partial fluc­
tuation of wealth among the mercantile classes, so is the rise and decline of cities.
Some, such as Wazeerabad, Jullandhur, Loodiana, Buttala, and even Lahore to
_ some extent, are falling off. Others again maintain
Ri s e and fa ll o r c itie s. ii • ^ j. i •j i *
their status, or else are rapidly growing in pros­
perity, such as TJmritsur, Peshawar, Eerozepore, Mooltan. Others, again are
rising up from villages to large towns, such as Sialkote, Jhelum, Rawul Pihdee.
501. In short, then, whilst the remnants of a bye-gone aristocracy are p^s-
Generai prosperity of the agrU ing from the scene, not With precimt^te f'ftin, but
cuUul and commercial classes. in a gradual and mitigated decline ^ other
hand, the hardy yeoman, the strong-handed peasant, the thrifty trader, the
enterprising capitalist, are rising up in robust prosperity to be the durable and
reliable bulwarks of the power which protects and befriends them* -4mong all
classes there is a greater regard for vested right, for ancestml |)rdpeHiy, for
established principle. There is also an improved social morality, many barbar*
ous customs are being eradicated, and the position of the feniale seSs is better
growing respect for rights fro. secured and respected. Among oM there is a
perfyandprinciple. fhirst fo r Tcnowledge and an admirixlim fo r the
achievements o f practical science. § But irrespective of the frame^wbrk of society,
toprowd ,odal .noralitr. t**® external fa ^ of the countiy is rapi^y chang-
mg, trom th6 advance of vast public worksi both for
communication and irrigation; and i f the old palatial residences are decaying^
F a ce o f the cou n try b e in g ch an ged on the other hand fine contomnents are evrywhef^e
b y p u b lic w orks. springing up,J and the public buildings, both civil
and military, as regards sizd and architecture are not surp^sed at any station
P rogress o£ stations a,nd ca n ton , of Upper India. The alteration is apparent in town
menis. no less than in country. Thd aspect o f the streets
is less gay and hrillani than befdre;% but the improvements^ in drainage, in

♦ Surely two years of British rule (since annexation in 1849) cannot fairly be crodite'd with “ the extra­
ordinary cheapness of provisions” from which a host of hungry Hindustani '*camp*follower9, straajjers and
emigrants ” benefited, when they paid at a ll!
t Tbia paragraph, in my humble opinion, rather describes the prosperous condition of the Patijatb before
annexation, than as ^ conseq^ience of British rule, as is complacently implied. It is hot likely that two years of
a foreign rnle, which caused the “ oraameatal manufactures” patronized by Kanjit Singh arid his provincial
governors to become ‘'.ruit of fashion,” should have developed a trade which it rec[nTres centuries to foster and
which is not, in proportion, more developed in 1882 than it was'supposed to be in'185l.&2, sn<}h as the exti-S'
ordinary trade with Central Asia, the i-ise of g^reat banking firms with “ even corre»i>ondenta in Europe, &c., &c.”
Of course, a certain stimulus was given to certain trades in places where we established oantonments or centres
of our Government, but we no more caused the commercial prosperity, only ascertained to exist in iS51, than
we were responsible for the hot weather of that year. •
J This, however, !{;a5 obviously the result of foreign; rule . .
§ Ibis, too, was due to th» traditional I’cverence of the people foi: learning of every kind, as already de-
ttliicli rendered them an admirable material for our educational operations, had they been wisely con-
ductiji, uui I’lila reverence for education was not caused by two years of British rule.
 ( 165 >

pavements, in the laying out o f bazars, would prove to the commonest

Improved appearance of cities.
observer that an era of solid comfort and sanitary
cleanliness had commenced.

P an JAB A d m in is t r a t io n1854-55 and 1855-56.

E epoet,

44. For this beneficent end there has be n a considerable sacrifice of, reve-
Lapses and resumption make up nues; but this has been partially compensated for
for reduction of assessment. fjiQ resumption o f jaghirs at annexation, and by
the lapse of fiefs and jaghirs and petty tenures since that time. These lapses
have nearly sufficed to make up for the reductions subsequent to annexation,
so that the land-tax has not materially fallen off since annexation. There has,
however, after allowing for all these sets off, been a net sacrifice of at least half
a million sterling, this sum being (at the least) the difference between the land-
tax of the Sikhs and the land-tax of the British. But since annexation the
lapses and resumptions have balanced the reductions of assessment; for, as
regards actual realization, the tax yielded Rs. 1,69,40,722 or £1,594,072 for
1850-51, the highest year, and during the last year, 1855-56, it has still yielded
Rs. 1,50,00,650 or £1,500,065. In this respect the policy of the Siikh Govern­
ment was to tax heavily the agriculturists, and to make large assignments of
revenue to the nobility as payment for service and support. But the policy of
the British Government is to tax lightly the agriculturists, to pay its servants
from its own tre?is^^, to excuse the native nobility from service, and to gra­
dually reduce tlieir assignments of revenue.
70. In the last PanJab Report, written in July 1854, it was declared that
tbe Panjab was lipe t o the introduction of an
educational measure. Durmg that same year a
scheme framed at Lahore was submitted to the Supreme Government, and the
views therein enunciated have since been honoured with the ap]iroval of the
Home Authorities. JBut early in 1855 the despatch o f the IIou*ble the Court
_Prelim^nary
* measures. o f Directors,
/. , ’
which initiated
• 7
a, new
7-7
era for educd-
mi • i
tion m India, was received at Lahore. This des­
patch was communicated with the Chief Commissioner’s directions regarding the
carrying out of its provisions to the Financial Commissioner to v/hose Department
educational questions pertain. Bming 1855 the Financial Commissioner col­
lected opinions from all the local authorities and thus prepared materials. Early
in 1856 Mr. W. D. A tbloM , son of the late Dr. Arnold, was appointed Director of
Public Instruction. In February of the same year the Financial Commissioner,
aided by the Director*8 suggestions, forwarded a complete scheme for future
education in the Panjab, which has been duly submitted to the Supreme
Government for sanction. Such is the preliminary history of what has been
done in this Department.
71. The statistics of schools have been collected from, all the districts.
Statistics of existing scKools.
Though very tolerable in thoir way, they have yet
to be subjected to that intelligent analysis which
can only be secured by the aid of especially trained establishments. The next
Afnrnal Report will contain an exact classification of these statistics. At pre­
sent it will suffice to state that the several divisions can show indigenous schools
and scholars as follows:—-

Proportiiiii of Proportion of
DmaioNB. Indif'cnons Scholars.
schools. Population. si'hools to schools to
population. population.

332 3,506 2,282,111 1 to 6,873 : 1 to 650

Trans-Sutlej States . • . . . 586 6,237 2,273,037 3,879 364
12,753* 2,117,894* 1,667 16ii
774 5,782 1,762.488 2.277 304
Leia No rearular seliools.
Mooltan 212 2,186 971,175 4.581 401
Peshawar 198 1,128 290,304 l.'19(! 202
T o ta l 3,372 31,592 9,110,3 il 2,701 288

* The Liilioro DiTiaion has in 1882, 8fil indigfnous schools witii 11.807 pupils, tlu' popiilnfion being
2,191,517, but it should be reinemberod tbat the statistics of 1854-55 woro liir less foiuplole than those of the
presoiit year.
2 S
 ( 166 )

Besides the above there are schools of a superior kind established cither by
Government or under Government auspices, at Umballa, i'erozejiore, Simla,
Jullunder, Hooshiarpur, Kangra, Amritsar, Sialkot, Gujrat, Jhelura, E,awal
Pindi, Shahpur. There is also some thirty-five scliools scattered a])out in the
. .. „ , , interior of districts. The largest of the Government
mil sai 0100. scliools is that of Amritsar, whicli is endowed by a
grant of Rs. 5,000 or £500 a year, and a yearly contribution of lls. 500
or £50 per annum frOm Maharajah Dhuleep Singh, and has about 500
pupils, some of whom learn the English language and European science. It
was explained in the last report that there are good Missionary schools at Lahore,
Amritsar, Peshawar, Ludhiana, Umballa, Jullunder, Kangra and Kotogarh
in the Hills. The indigenous, or village schools, are as yet of the rudest
description. A lage proportion of the population being Muhammadans, the
Ch.vact»of indigemu. education, precincts o f the village mosque w e in many cases
used as a school-house, l! or the same reason the
Persian, Arabic and Urdu languages constitute tlie course of instruction
in. the western districts. In the eastern distriots, however, there is some
admixture of the Hindu and Sanskrit languages with the Nagri character,
and other characters derived from the Nagri. In the central districts, and
in a part of the Cis-Sutlej States, once the home of the Sikh nation, the
Gurmukhi is not unfrequently taught The style of education is of course
most primitive. The teachers derive a precarious subsistence from fees. Here­
tofore there have been no funds available for popular education; but the
majority of the people, though ignorant, are yet not insensible to the blessings
of knowledge, and are ready to make spijie small sacrifices for the education of
their children.

72. As a leaven to operate upon this mass of ignorance, it is now proposed

Proposed establishment for nativeto found some thirty scliools at the head-quarters
education in the Panjab. of districts; about 100 schools in the interior of
districts, four Normal schools, one Central College at Lahore with one Prinicpal
and two Professors, all Europeans; the above schools are to be supported by
the State. To encourage the people to establish or maintain schools for them­
selves in their own villages, it is proposed to appoint ten visitors and sixty
assistant visitors. The whole would be supervised by one Director and two
Inspectors. The cost of the above establishment and institutions will, if fully
developed, amount to something less than three lakhs of rupees or £30,000 per
annum. Besides the above it is proposed to allot Bs. 15,000 or £1,500 sterling
Grants in-a?d annum, as grants-in-aid to Missionary and other
schools, an assistance of which it is already ap­
parent that the Missionaries will readily avail themselves. In regard to local
resources for the maintenance of indigenous or milage schools^ it is hoped
that the landholders, as each new settlement of the revenue comes into
operation, will engage to pay one per cent, upon their land-tax for educa­
tion. For city schools we may rely on obtaining a share of the town duties
ProbaUefuads, public a.dp.ivate, muni<!ipal improvements. In m a y
large villages aUo the proceeds of a similar c^ss
may be available, tchich has been levied from time immemorial from non-agri-
GjiUural residents* A large^portion of the existing fees paid to school­
masters will also be maintained. On the whole, it is not improbable that the
people themselves may be induced to devote, even at the present time, two or two
and a half lakhs of rupees, or £25,000 sterjLiag annually for education. This,
added to the State contribution, will give ah aggregate o f not less than six or seven
lakhs of rupees or £70,000 per annum, with which this great measure may be com­
menced and set on foot. When once a real impression shall have been made upon
the j)opular mind, the amount may rise to ten lakhs of rupees or £100,000 and
more annually. But even the latter sum, though large, wordd be hardly suflBcient.
For if the persons of school-going age were assumed to be one-eighth of the po­

** This lias never been coutiniioiisly done under our rule. On the contrary, the cess levied from .'igiiculturists
has been largclj', if not almost entirely, used to pay for tlie education of non-a^rioulturists by the Panjab Edu­
cational Department in opposition to the repeatedly declared policy of the Pauj&b Government.
 ( 167 )
pulation, i. e.. I f millions out of 1 2 | , anclif again half of these, or one-sixtocnth,
are to he educated, say 800,000 scholars, and if the cost of educating each were
taken at Rs. 3 y>er annum (the very lowest possible amount), the aggregate ex­
penditure would he 24 lakhs of rupees or £2dj0,000 per annum. More than one
generation must pass away before any such sum can be realized; and such is the
difficulty of carrying out any really national education.*

73. Provisional sanction has been received from the Government ,of India
-Commencement^o f operations. to
,^
commence the organization of the Educational
ii
Department on something approaching to the above
status. Two months only have intervened between the framing of the scheme
and the close of tlie period under report, i. e., between February and May 1856.
But something has boon done even in tliis brief interval. A large portion of the
educational staif has been organized; nearly all the visitors have been appointed
and sent forth as emissaries and pioneers even to the wildest and most remote dis­
tricts; more than half of the Government schools to be founded in the interior
of districts, that is, about sixty in number, have been set on foot. At the head­
quarters or central station of almost every district a school has either been
founded or taken under management: one Normal school has been commenced;
some 11,000 small text and school-books have been distributed. In fine, the
Supreme Government may be confident that wliatever degree of energy may
have been desplayed in other Departments will be equally exerted in the cause
of education, and we may hope that before another year shall have passed there
may be a goodly array of results to show.

74 The Government have desired that this section of the report should
-p 1 1 ^ sub-divided into the headinffs of English, verna-
E„.l.l,oduc»i.o„. cularand industrialt Itis hoped that in future re-
ports there will be the means of treating each of these important headings with pro­
per fullness. At the present initiatory stage, however, the remarks upon each must
l3e very brief. It would probably be premature to direct any very strenuous efforts
at present upon English Education. The trials that have heretofore been made in
tlie Panjab have not been very successful. It may be better to rest awhile, until a
class of youths shall have arisen fit to receive the higher European learning by
means of the English language. At present English education among Panjabis is
little better than a forced exotic, ready to wither under the influences of practi­
cal life. The great and immediate object for attainment is the imparting of
sound elementary knowledge in the vernacular form. Let the mass of the
Vernacular. people he taught the plain elements of our knowledge
in their own language. This is the first thing, and
this, it is hoped, can be done in the present age of translating. No pains will he
spared to establish dep6ts of vernacular books for the Panjab. The chief lan­
guage to be used is the JJrdu with the Persian character. T?he use of this
tongue is rapidly spreading among all ranks, and is becoming more than a
lingua franca. It i& most fortunate that the Panjah presents such peculiar
Industrial. facilities for the simplification of language.. As
regards industrial education the only institutibn of
this description is a school of Civil Engineering at Lahore, which has wxty
scholars, all natives, and proves useful and popular. It is not probable that
much can he done in the industrial branch for some time to come.

* The diflSculty would have he^n solved by utilizing the existing indigenous scliools and preserving their
*ent-free tenures.
t There is no really industrial education in the Panjab in 1883. ,
 ( 168 )

186. The general result of the census for the Panjab territories may be
thus epitomised:—

Land Revctiuo, Persons to

Ditision*. Square miles. Villages. ropulatlon. Es. or £. square
mites.

Souls.

Cis»Sntlej States . 8,090-11 4,962 2,282,111 Rs. 32,01,228 28,208

£ 320,112
Trans-Sutlej States 6,791-83 4,171 2,273,037 Rs. 3-3,91,296 33,467
£ 339,129
Lahore . 11,627-88 8,188 3,458,694 Rs. 43,17,] 18 29,741
£ 441,711
Jlielum . 16,761-22 4,647 1,762,488 Rs. 23,77,301 10,535
£ 237,730
Mooltaa 15,494-00 2,489 971,175 Rs. 10,74,959 6,268
£ 107,495
Leia 15,271,70 2,531 1,122,621 Rs. 16,96.662 7,350
£ 169,666
Peshawar 7,588-50 1,891 847,695 Ra. 9,51,646 11,170
£ 95,164

G e a n d T ot al 81,625-24 28,879 12,717,821 Rp, 1,70,10,210 15,580

£ 1,701,021

188. There are 36,210 villages in the Panjab, with an average of about 450
ro,- r « -D •V
Chief cities of the Panjab.
persons to each;* 2,124 small towns containing from
5 /%/%/%< rkrv/'* • i.i. hrn j. • •
1,000 to 5,000 inhabitants; 76 containing from
6,000 to 10,000; 31 cities containing from 10,000 to 50,000; and four first
class cities containing more than 50,000 inhabitants, e,, jfUnritsar with 122,184
souls, Lahore with 94,153, Peshawar with 53,294, Mooltan (including suburbs)
with 55,999 souls.

189. There are millions of Muhammadans to 5| millions of Hindus.

„Mtmanmiaaans
, , andj T T- j
Hindus.
This numerical predominance
i * x t
of Muhammadans
-n ii
is
remarkable and unusual m India. Trom the eastern
boundary, that is from the River Jumna to the Chehab, the Hindus preponder­
ate ; from thence to the Trans-Indus frontier, and in the Southern districts, the
population is almost entirely Muhammadan. But among these latter, while
many are of pure iMuhammadan extraction, yet many are of Hindu race con­
verted to Huharnm^adanism under the Mogul Emperors. In the Lahore Division,
which contains the Manjha or the original home of the Sikhs, a detail of the
Sikhs was taken, and there were found only about 200,000 Sikhs to an aggre­
gate population of about 3 millions. This circumstance strongly corroborates
, - . toi l .
Present paucity of Sikhs,
what isi commonly believed,
x m i
namely, that the Sikh
a -i v
tribe ISlosing its number rapidly. Modern Sikhism
was Httle more than a. political association (formed exclusively from amoi^
Hindus), which men would join or quit according to the circumstances of the
day. A person is not born a Sikh, as,he might be born a Muhammadan or
born a Hindu; but he must be specially initiated into Sikhism.

Now that the Sikh commonwealth is broken up, people cease to be

initiated into Sikhism and revert to Hinduism. Such is the iindoubted
explanation of a statistical fac;t, which might otherwise a^/pear to be hardly
credible.f
190. More than half the population werie returned as agricultural. The
tendency in every Indian Census is to include
Agricultural and non-agricuiturai
classes. among miscellaneous profesMons many persons ivho
really derive their subsistence from the land.

* In how many, t f flMV, of such villages is there a Government Primary Vernacular School in 1882 and
is the Educational Cess levied from such a village or not? I f the contribution of such a villag^e is too small
for an unnecessarily expensive Government school, why is the money not used to improve or aid an existing
indigenous school ?
t Ibis fact, in my humble opinion, is to be deeply deplored, as destroying a bulwark of our rule.
 ( 169 )
li ifi probable, thon, that two-thirds, i f not three-fourths o f the people are
agricultural: again, Somewhat more than liftlf the population are returned
as males. This slight disproportion of females, found to exist mope or less
everywhere in India, is believed to be not otherwise than correct. '

P an JAB A dministration R eport, 1856-57 and 1857-58.

48. During; 185G-57 the machinery of the Department was organized:
' ' “f appointed OD a salary rf
Its. 1,200 per mensem; two Inspectors on Ks. 600

to CO; cach district being divid(xl into 3 or 4 tehseels or sub-divisions for

administrative 'purposes. A Govemmeut school at the head-quarters of
each tehseel was establislied; some 107 schools were, thus founded. The
})rinciple of arranging with the landholders to pay for education a sum,
calculated at one per cent, on tlie assessed land-tax was carried out every­
where m the Panjab (save in Lei and llaziira) without any objection being
raised by the people; some 11s. 1,38,000 were collected on this account,
and 456 village schools* were established from this resource. Each of
Ea.cti„„.ipro.ecdi„^ in1856.57. placed in a Central position,
SO as to be accessible to the children oi three or
four villap^s. Graiits-in-aid to the amount of Rs. 6,970 were accepted on
behalf of jMission schools in Tarious parts of the Panjab. One Normal
school was established ;• some four Government schools previously existing
were taken by the new Department, and the statistics oi t)\e indigenous
education throughout tlie Province were collected. Such was the commence­
ment made during the iirst year. . .
49. The second year,. 1857-58, had scarcely commenced when the dis­
turbances in Hindustan broke out with fury, and excitement arose more or
Education n«t affoct«cl by tho Icss throughout the Panjab. The educational
troubles of 1857. ^ officers then resolved not to attempt the establish­
ment of fresh villa^ schools until the crisis should pass over, but to con­
centrate all efforts for the niaintainance of the Government schools s<‘t on foot
during the past year. The hope which had been entertained of establishing
many hundreds of additional schools was thus deferred for some months. But
the attendance at the Government schools was kept up undiminished. During
the first quarter, May, June and Juljr 1857, the first three months of trouble,
there was actually a slight increase over tlie attendance of the preceding pep«e-
ful quarter.
During the next quarter of August, September and October, three
months of awful crisis, when the fate of the Panjab really trembled in the
balance, there was a diminution of only 97 pupils on an aggregate of 4,900, which,
in fact, is no perceptible diminution at all. Even in the Cis-Sutlej States, which
were disturbed extensively, the Government schools did not suffer. At
Rawal Pindee only, near the Indus, were there any symptoms manif(»sted of
religious bigotry against the educational arrangements. In all other places,
even on the fanatical frontier, there- was no suspicion or prejudice raised on
account of the schools. By November the crisis was overpast, and the establisli-
ing of additional village schools was immediately taken in hand. Nearly
700 new ones were founded by the end of December. During the two last
Itt^cent progmss. quart-crs of the year perfect quiet had succeeded
to excitement, consequently the system, laboriously
sustained during a time of trouble has since been extended ; the attendance of
Government schools has increased month by month; the style of education
has hn?ii improved and the village schools extended.

H hci'e were these schools, and do they still exist in the same villages?
 ( no )
50. The educational system thus started is, of course, still in robust
> infancy,* and a hrief notice of some of its leading
Educaticnal expeaditnre. -n m j. j.
features will su£ttce at present.
Number of schools and Bcholan.
61. The expenditure for the two years may
be thus set down:—
1856-57. 1837-58.

Rs. £. B s.
Expended by Government . , . . . 1,05,3'2 = 10,539 1,44,868== 14,487
Expended ft om the one per cent, fund collected 5 > 8 ,4 7 2 = 2,347 82,263= 8,226
from landholders.
T otal 1,28,864=12,886 2,27,181 = 22,713

The actual collections for the one per cent, fund w e r e I n 1 8 5 6 -5 7

Ks. I ,3 8 ,0 4 i4 or £ 1 3 , 8 0 4 ; in 1 8 5 7 - 5 8 Rs. 1 , 5 1 , 5 4 4 or £ 1 5 , 1 5 4 ; so that
there is a large unexpended balance at credit of the fund^ In round numbers
the educational income may be set down at three lakhs of^rupees, or £ 3 0 , 0 0 0
per annum, of which half is paid by Government, and half contributed by
tlie people.
The number of schools and scholars for the two years are:—
1856-57. 1857-58.

Schools. Pupils. Sch<^8. Pupils.

Government TehseeF* Schools . li»7 6,919 110 6,953

Special Ingtitutionii . 15 2,254 16 1,714
One per cent. ViUage Scbools 456 6,064 1,336 32,024
Indigenons ScbooUi . . . . . 5,024 30,196 3,461 £6,317

T otal 5,602 45,433 4,923 46^00S

In round numbers, then, we have something less than 5 0 ,0 0 0 boys under

instruction, which number gives the proportion of one pupil to 2 3 of the
school-going population. The number of pupils may appear small to a popu­
lation of 1 3 millions, but a considerable increase may be expected yearly,
especially in the village schools.
, 5 2 . In ^he Government schools the education consists only of the rudi-
Charactcristics of Government ments of histo]^, geography, arithmetic and
Bohoois. gramma^. But even this much is imparted with
difl&culty, and is a vast stride in advance of the wretched edilcation which
preflPiOusly existed. The class system, which is the distingaisjiing mark
between the European and Native methods of teaching, is enforced. The Urdu
language, with the Persian character, is used in the Government schools.
The pupils are more than one half Hindu. The remainder are mainly Mu-
hummadans, Sikh pupils are not numerous. The pupiU helmg chiepy to the
non-ogricultural classes.-); There are even female schools, all Muhammadan.
There is, of course, a great dearth of qualified teachers j but a Normal
school has been established at Lahore with forty pupils, and another has been
commenced at Eawal Pindi. Those teachers previously in office who may
be found deficient are required to qualify at these institutions. The higher
kinds of Government schools have yet to be founded, and the Lahore College
is postponed till the general system shall be more advanced. A dep6t for
school-books »as been set up, and during 1 8 5 7 - 5 8 some 1 4 , 1 3 9 little books
w e r e sold to the people for about Rs. 3 ,0 0 0 or £ 3 0 0 .
2. T h e r e s u m p t io n o f r e n t - f r e e l a n d s , in c l u d in g t h o s e b b l o n g in g to
SCHOOLS OR CONNECTED W ITH TEACHING.
"We have already seen from the Hushiarpur Settlement Report that all
“ doubtful’* claims had been resumed. How easily it was, under the circum-
♦ In 1882 it is in a state of weak second childhood, without ^n intervening period of healthy youth and
manhood.
t Notice the diversion from the agricultural claeses, previously described as imbued with an educational
spirit, to the non-agriculturists.
 ( in )

stances, for a ciaim to be “ doubtful” may be inferred fi'om tlie stringent

orders of the Government of India to the Bengal Board of Administration. In
his No. 4)18 of 31st March 1849, the Secretary to the former Government
urges the question of Rent-free teuum} as “ the very first object to which the
Board should direct their attention, as the longer the investigation is de­
layed, so much the more do their tenures acquire the force of prescription and
make resumption more unpopular and apparently unjust.” He asserts the
doctrine, which no liberal Government woiJd probably maintain at the present
day, at a n y rate in Europe, that by our occupation of the coimtry after the
whole Sikh nation had been in arms s^gainst us, we have acquired the absoluite
right of conquerors and would be justified in d^laring every acre of land liable
Government assessment.” We had fought with a cliiTalrous enemy; we
had not conquered the country merely by the sword, and, even if the whole
Sikh nation had been in arms against us, which, it may be contended, was a
patriotic duty, there was scarcely sufficient justification for resuming any por­
tion of land belonging to the 14 times more numerous Hindus and Muham­
madans that had not risen. The “ right of conquerors” is really “ might,”
and when once “ might” was called “ right” by the highest authority in the
land, it was superfluous for the Secretary to add that “ our officers should not
allow their minds to he exasperated against claimants on this account.” The
statement further on^ “ that all grants were resumed by the Sikh rulers at will
without referenice t0 the terms of the grant, whenever State exigencies or even
caprice dictated, ” is, no doubt, true asregards political and, sometimes, personal
grants for services, but certainly never applied to religious and educational
endowmekts as already explained. Again, "there not one oi the rent-free
holders who would not look upon any concession as a matter of grace.” This
would, perhaps, be the case if the Sikb^ had looked upon us as followers of
Tamerlane, but not if they considered us in a more favourable'^iight. Consider­
ing the enormous difficulties of investigating claims to rent-free tenures in a
foreign and newly-conquered country, “ the delay even of a single year ” is
deprecated “ as ” encouraging hopes which, “ it was presumed,” are not now
entertained. It was “ therefore particularly claimed that the officers wiU^e^
mhida o f the people at upon this most important particular at the
earliest periwl.” This “ rest” reminds one, indeed, of a definition of peace in
Taoitus. ■ '
tponsidering also that, as will be seen further on, the majority of grants were
not confirmed in full, it was mther hard to force every holder of rent-free land,
whether partially or fully confirmed, to “ yield up every document in his pos­
s e s s io n , ” in order that the people should look on the restoration of “ their own *’
^ of the British Government. “ Disabuse them of the opinion that
ti®y have any mherent rights which attach to their tenures in vii*tue of
possession^ and make theni regard their new masters in the light of personal
henefactorsy How this was to be doiiie by officers scxircely acquainted with
the languages and usages of the PjN>vince, it is difficult to un<|(^|aiid. “ No
rent-free tenure should be continued in favour of any has taken
up arms against the British G<)ve^ment, whether by choice dr
•it is obvious how such a rule would encourage delation and Jdttrigue against
persons whom unscrupulous neighbours wished to dispossess. The patriotic
and religious had fought against us; they were the Very salt of t h e Province,
and they were to be punished without m^rcy by thf “ right of conquest.” The
inste-nces, h o w e v e r , are rare in ciyiMzed warfarev|(^^ forced to bear
arms against a foreigner are punished by the oo^&eation^ property,
and it is to be hoped that this law remained a deJiS letter. I have, however,
lio doubt that many teachers so dispc^sessed joined the mutiny of 1857.
When such are the general principles M d down for the guidance of a
subordinate Government, it is easy to perceive how the laudable exception
made in favour of religious and charitablc endowments would be interpreted.
It runs thusj—
“ All endowments, bond fide made for the maintenance of religious estab­
lishments or buildings for public accommodation, to be maintained, (is long as
 ( 172 )

the estahlishmenis or buildings are kept up, provided, as noticed beosr, they
are not exorbitant'*
"Who was to judge of the “ ftowayic/es” of endowments ? Surely not the
Government whose interest was to resume the land. Was it the interest of the
Government to keep up the buUdingH ? And how about the innumeral)l(3 endow­
ments for teaching that had no building, sucli as depended on the priest' or
secular teacher giving instruction in the village-hall, or under a tree, or in his
private house? Why, finally, make exemption from resumption dep('ndent on
the amount o f the endowment? It was for the donor to judge whether it was
“ exorbitant^* but having once made it, no one had a right to reduce it, once
the safely of a religious or charitable institution was guaranteed. Yes, from our
point of view, the endowments loere extmvagantly liberal; but this was the
glory of native rule of whatever denomination, and when such endowments were
curtailed or neglected, the decline of the religious feeling and the paujjeriza-
tion of the professional or priestly classes, brought a))()ut the downfall of indi­
genous education, and of that nativ>nal probity to which our Administration
Keports bear abundant witness. “ When grants of great calue have been con-
f e i T e d fcr the maintenance of the State religion (which, always, in(diided teach­
ing), tliey should be restricted to a smaller amount from obvious moiices o f
poiitical expediency. On the other hand, should cases of individual .hurdahip
arise from a strict observance of these rules, whetlier from indigence, infirmity
or sex, the Grovernor General, on such being represented, will happy to relax
the severity o f the rules, or confer a pemiiJti n\)Oi\ the objwt/* a course which
might still consign his relicts to starva^ipiir JLi is deserving of notice that the
preservation of schools is not mentione.jl, though this was understood to be
the ca^e by the Panjab Board of Administration, the fact being, as shown in
their own Re})orts, that the religious endowments included teaching.
What I have quoted is from the “ Non-Regulation Law of the Panjab,”
by D. G. Barkley, C.S., and will be found at length further on, I have added
a chapter on village boundaries, as it indirectly bears on niy proposal to endow
indigenous and primary schools in perpetuity out of the village lands or out of
waste-lands.* I have also added other documents showing ho^v “ ecclesiastical and
educational matters” were practically dealt with, even by the wisest and best
of our rulers. What wonder that the hearts of some of our oflicers overflows
with love and pity for natives, in spite of their many failings, so as to make
up, in some degree, for the devastation caused by a foreign rule, which is only
now beginning to introduce “ self-government,” with which its career in the
Panjab ought to have commenced. S i r D onald M c L e o d could only “ suggest ”
that “ where the resumption of an e^doitmient held by a mosque or temple would
lapse on the death o f the present incumbent ” (so they did lapse in some cases) “ it
shall be competent to the district ofTicer to refiaiu from carrying that decision
into effect—if he shall be of opinion that the institution is valued by the people
and that the resumption is likely to prove distasteful to them;” and he was
also to report any case in which the resumption of a grant, hitherto appro­
priated to the support of a Dharmsala, Takya or Khangah, is “ likely to create
serious dissatisfaction^ I have furth^’ added documents showing that in the
“ investigations of claims to revenue-free tenures in the Trans-Sutlej States,”
numerous holdings were resumed or greatly reduced or made life-tenures ac­
cording to certain rules on the often incoiTeet assumption that “ grants in
perpetuity by native Governments mean nothing, ” and how the local Courts
were deprived of authority to open out questions of division or inheritance
anterior to the register of “ free gifts” by the Indo-British Government, for
which register, as has already been stated, all documents showing their rights
had to be given up by the owners.
How the resumptions were carried out will further be made clear by extracts'
from Administi'ation and Settlement Reports, and by a list of schools and
teachera who were formerly in possession of rent-free laud which has been
♦ I believo that tJiere will be no difficulty in inducing the village cominnuities to give a few bigas of their
e'diHmon land to the permanent endowment of a school, appreciuted oy them. In some cases, wast« iunds would
bo available for tbo purpose; in others, the present Jaghirdars would gludly rcle.'tse,” for the sake of re-estab­
lishing an indigenous school, the “ Muafi" land that they may have rcsunipd. In every case, Govoriiment
rtjvetiue would be an •eventual gainer bv the endowment with liuid of indigenous schotdt;, whilrtl the coat
of prinniry education would bo reducod mther than increased in proportion to the ooutemplated ezteubiou ol
maS6*iniiiruction.
 ( m )

resamed. Were I permitted, or were it necessary or desirable to. examine tli^

resumption records, it would be easy to establish the fact that thousands of ■
endo^vmcnts intended for teacliing were resumed either at once or at the death
of the incumbent at the time of annexation, or at the expiration of a particular'
settlement, or at the decay of the building, or at the w^ish of the jagirdar or in
consequence of other reasons, none of wkich justified our neglect to make provi­
sion for tlic perpetuation, under better auspices, of the foundation of indigenous
education, l-^^hat there is left of it is not a tenth of what existed, and may
be principally classed as “ unendowed indigenous education,” its endowed
form havi-’ g been practically destroyed, as I think must be clear to any one
who reads this E,eport without prejudice for a writer of unpleasant facts which
it is not to his advantage to divulge, but vdiich he is forced to communicate
in 'die interests of truth and as a reluctant witness and reporter on this very
subject, at the request of the Education Commission.
Worse, however, than any confiscation of educational endowments, often
carried out under misrepresentations and generally witli regret, is the gross
breach of faith which, in defiance of the clearest orders of Government,, was
eomndttcd by the Edvicatioiial Department in misapplying the village school
cess which was raised for a distinct purpose. The consequence of this mis­
application had been that we have replunged into barbarism the agricultural
masses of this country, for-which, before our advent,'to quote from our own
Reports, elementary and practical education had been provide by themselves.
Trusting to us they paid the cess, which in most places would have been suffi­
cient either to establish a new village school or to encourage an already existing
one. We did neither. Vfe applied the money of the agriculturists to defray
the cost of the education of castes which had always been accustomed to pay
for it them.selves. Above all did our conduct spread a distrust of Government,
a contempt for our system of education as well as a neglect of their own, as
being no longer appreciated by the Government, among the masses of the com­
munity, the fruits of which will be seen when those wiiom we have trained to
religious, social and polical scepticism become the leaders of growing disaffection.
As an instance of the general feeling as regards the resumption of rent-free
land given to maintain schools, I beg to quote the last letter that I have
received. It is signed by Lacliman Bas, a banker; Ganda Mai, Lambardar,
Haziira Mai, Patwari, Sewa Ram, Bhai of a Dharmsal^,, anH Lala Nirunjan Das,
a part proprietor of the village of Muradian, in the tahsil of Hafizabad in the
Gujranwala District. The date of the letter is 24th September 18S2 ;—
Honoured Sir; We beg to represent that in our yiHage (as above)', Bimi
Jay Singh used to teach Gurmukhi and attend to other duties of the Dharm'-
sala. In return for this he held a muafi (rent-free tenure) of half the well,
called Tirkhanawala, along with 25 gumaos of land, assessed at Rs. 13, situated
in the above village. This Bhai died two years ago and the above-mentioned
rent-free tenure has been confiscated by the Government, and the Gurmukhi
school has been closed, from which injury has accrued to our children. Now
we have ascertained that Government has appointed a Committee of Education
for the benefit of our country, by which we hive obtained an opportunity to
express the griefs of our hearts, which are these: that we, the zamindars
(agriculturists), in the Punjab are paying the larger portion of the expenditure
on education, but are deprived of its benefits, because if we were to instruct
our child^ren ia. the language and characters of foreign countries, such as Per­
sian, &c., there would be much waste of time, and not only so, but we should
remain ignorant of our own agriculture and artizanships. Indeed; if our Govern­
ment were to give instruction in our own language, which is Panjabi, and in
the Gurmukhi characters, then we zamindars also would be able to derive bene­
fit from education; otherwise not; This is why we have sent you this jjctition,
so that the ‘ muafi’ above mentioned, which has been resumed, may be re­
stored as before. Then will our children profit by instruction in Gurmukhji, and
constantly offer up prayers for the welfare of the Sirkar.” I need not acid that
the above letter, which is one of many of the same tenor, was neither directly
nor indirectly suggested by any inquiries of my own. Iiideed, it so happens
thatr even tlie formal circular about indigenous schools was not sent to the
village in question, and that it is not mentioned in any of the returns.
' %v
 ( IH )
I have similarly received three more letters from different villages in the same
tahsil, signed by the children of partially dispossessed holders of rent-free
tenures. One of them runs as follows; “ We are unable to be sufficiently
grateful for all the blessings conferred on as by English rule. Under the Sikhs,
68 guraaos of land, assessed at 53 llupees, were granted to Bhais Amir Sing and
Wazir Sing, the relicts of whom are now jjetitioners ; this land was situated in
the village of Kila Murad Bakhsh, where there is a large dharmsala in which
Gurmukhi instruction has ever been given. To teach Gurmukhi was the condi­
tions of the muafi of our parents. Now, in consequence of the death of
both two-tkirda o f the rent-free tenure have been resumed
are left with the remaining one-third. Having been deprived of the benefits
which formerly accrued to us by that “ muafi,” we are now in distress and
teap. The dharmsala, a fine building, has ever been considered to be a
sacred edifice, where every traveller could get food, and where the children of
the subjects of the powerful English Government were benefited by instruction
in Gurmukhi, and, inconsequence, offered up prayers for the welfare of the
Sirkir “ K A iS A iR - l- H iN » .” Now we beg Your Honour to exert yourself on behalf
of the above mudfi so that it may be restored; that the edifice may remain in
its previous splendour, where every traveller may obtain grain and water, and
any one who chooses acquire sciences ; and your petitioners will ever pray. ”
A third letter, much to the same effect, states—“ When we formerly held land
free we had no anxiety for food, and therefore we could remain in our Bharm-
saM and teach Gurmukhi sciences to the people, high and low, who all studied,
with deep gratitude to Sirkar Queen V ictoria, K aisa Rs for giving them a share
in the stream of Government generosity. Although the community has now
been deprived of education by the resumption o f the mudfi they have no means
of redress except from the grace of the all-powerful Government. This is why
we m ite at the request of the people, the morals of whose children will be
improved by the alchemy of science, and who will ever pray God to bless our
Goveiiiment.” Surely we might stretch a point, if this be needed, to maintain
the educational or charitable endowments of those who, forgetful of their own
subjugation, 80 loyally and chivalrously aided their new miasters to put down,
the mutiny of 1867.

NON-REGtJLATION LAW OF THE PUNJAB,

BY D. G. BAEKLEY, M.A.
Extract from a letter, 418, dated 31st March 1849, from the Beeretoiry U the Government of
Indidf to the Board of Adminisiration f o f the djfairs o f the Punjab.
* ' f':/ « . * " * *
E e n t -fr e e L ands and P e n s io n s .

39. pery fir$t object to which the Board should direct their attention
is the determination of all questions affecting the validity of grants to hold
lands r ^ t fr^e. It is obvious to remark that the Xmger the investigation is
deift^eif m much the more do these tenures acquire the force o f prescription,
and make resumption more unpopular and apparently unjust. In our older
provinces, notwithstanding the frequent declaratory enactments respecting the
right and the intention of the Government, the investigations were delayed
to so late a period as to give our proceedings a character of injustice and
severity.
40. By our occupation of the country after the whole Sikh nation has
been m arms against us, loe have acquired the absolute right o f conquerors^ and
xoould he justified in declaring every acre o f land liable to Government assess­
ment; and though our officers should not allow their minds to be exasperated
against claimants on this account, yet it may instil into them a wise caution
against being too liberal and profuse in their concessions, and against doing
more for the grantees than their own Government would have done.
41. There is no reason, for instance, why we should maintain in perpetuity
an alienation of the Government revenues which would have not been main­
tained by the power we have succeeded. The GoTcrnor General remarks that
 ( 175 )

all grants were resumed by the Sikh, rulers at will, without reference to the terms
o f grant, Tphenever State exigencies or even caprice dictated. On the death of
the grantee they lapsed as a matter of course,* and often were ovlj renewed on
payment of a large fine, equal in some instances to many years’ coUeotiofis.
The Governor General further observes that the decision of the British Govern­
ment on these claims will give a permanency, validity, and value to the tenure
hitherto unknown. There is not one of the rent-free holders who ^ould at this
moment dispute this position, and who would not look upon any concession as a
matter o f grace. The delay even of a single year would encourage hopes
which are not now entertained, and it is therefore particularly desired that the
local officers will set the minds o f the people at rest upon this most important
particular at the earliest possible period.
4*2. Every holder of rent-free land, wlio is confirmed in his tenure by the
Government, must yield up every document in his possession which entitles him
to tlio exemption from revenue, and a grant must be given to him, under the
Board’s seal and Secretary’s signature, declaring that the grant is a free gift of
the British Government. The Governor General believes that this will have an
important effect upon the native mind in disabusing them of the opinion that
they have any inherent rights which attach to their tenures in virtue of long
possession, and make them regard their new masters in the light of personal
benefactors, from whom alone the indulgence with which they are treated
may be considered to emanate.

43. No rent-free holder should be allowed to retain any police powers

within his tenure, and the Government revenue should be assessed upon each
village or tract which constitutes a separate tenure, so that the jaghirdar or
other holder should not be allowed to rack-rent his tenants, or derive more
from the land than would bo taken by the Government whose place he occu­
pies.
4i4i. There may be particular instances in which it may be expedient to devi­
ate from this rule, but these should all be considered special; and there may be
instances in which it may be expedient to invest jaghidars with police powers,
subordinate to the local civil authority.; these should also be treated as special
cases. The Governor General believes that in the Cis-Sutlej Province there are
several States in which the assumption of police powers by the British Govern­
ment has been quite unnet^ssary, and in one or two cases very inexpedient and
much opposed to the interests and wishes of chiefs who have deserved well at
our hands, and he will be glad to concur in a recommendation, which he under-,
stands has been for some time contemplated by some of the civil officers, to
modify the stringency of these orders in cases to which they may not be
considered applicable.

45. Where rent-free tepures are held under the condition of service, a
scheme of commutation should be adopted op. the scale for each horseman and
footman authorized in the Sutlej Provinces. The Governor General would
merely caution the logaPofficers against too strict ad interpretation o f the word­
ing o f the original grant: in manjf cases the literal fulfilment of the terms of
the original grant has not b e ^ exacted, und the actual demands for those
contingencies for which the gra&teea have rendered themselves liable have fallen
into abeyance, and to revive an obsolete claim now: would be unfair and Severe.

46. No rent-free tenure-sJwuld he continued, in favour o f any man who has

takw pp . arms against the British Governnient, whether by choice dr compul­
sion. This will not exclude occup^int cultivators frdni actual possession, but
merely render them liable to revenue.

47. With these preliminaries, the Governor GeneraV pi^ogeeds to point out
the rules which should guide the officer in their investigations of rent-free
tenures.

* Kot in the case of religious, wbich included educational, grants.

 ( 176 )
48. All grants for the proyision or maintenance of former rulers
deposed, or former proprietors dispossessed, to l)e maintained on their present
terms, subject to future diminution after the death of the incumbents.
49. 2 n d - - A l l endoroments,-bond fide made f o r the mairdenance of religions
establishments, or buildings for public accommodation, to be maintaint'd m long
as the establishments or buildings are kept wjp, provided, as noticed below, they
are not exorbitant.

50. All persons holding villages or portions of villages free of rent

or money payment, and for .which no service was to be rendered, by grants
made by Maharajahs Kunjit Sing, Kb’arruk Sing or Shere Sing^ to be main­
tained in their holdings free of rent during their lives. Each case to be open
to the consideration and orders of Government on the death of the liolder, to
be decided according to its merits. Long occupancy will of course receive the
consideration of the Government.
51. 4th.—All persons holding lands or grants as above, subject to a pay­
ment of fines in the shape of nuzzerana, peisheush, or the like, to liold for their
lives, subject to the payment of quarter revenue, and on the death o f ike holder
the land to be resumed and assessed at full revenue.

52. 5th.—All persons holding land for which service of any kind was to
be rendered to the Sikh rulers, including Badis and Sodhis, who werp expected
to perform religious'services for the benefit of the donors, to hold f o r life,
subject to a payment o f one-fourth reven ue ; the case of each such tenure to
be reported for the consideration of Government on the death of the holder.
53. 6^^.—Grants made by persons not having authority to alienate the
Government revenues to be resumed.*
54. 7th.—Where no deed of grant, exists, a holding o f three generations to
constitute a valid right, and entitle the holder to have his case adjudicated by
the foregoing rules.
55. Slh.—Where chieis or others hold lands rent-free which were not
granted by Maharajah Eunjit Sing, or any other ruler, but won l)y their own
swords, they will deserve consideration, and their cases should be specially
reported to Government with the Board’s recommendation in each case ; any
particular cases notVprovided for in the foregoing rules, to be reported separately
to Government for special orders.
56. When grants of great value have been conferred for the maintenance
of the State religion, though they would be released under the rules above
quoted, they should be restricted to a smaller amountfro m obvious motives o f
political expediency.\ On the other hand, should cases of individual hardship
arise from a strict observance of these rules, whether from indigence, iniirm-*
ity, age or sex, the Governor General, on such being represented, will be
happy to relax the severity of the rules, or confer a pension, upon the object,
57. The State pensions should also form tlie suijject of early scrutiny, and,
the same principles should be obseryed in investigating their validity.

YJ.LLAGE BOUNi>A11iES,
59. The most essential preliminary is the adjustment and demarc aiioii ot
boundaries. Tliis should be commcnced upon with the utmost vigour in cYor^

you,^
and more expeditious system, and as it is highly popular even ,amon«'-st tiie
litigants, it should be introduecd into the Puujab ’rtitliout. niodifi(*r(,tio:i

* Tins rule looks fa ir enougli, but inevitably tcndod to d fp iiv c o f “ tlif; hi'tiefit o f tlio doubt.,'’
t This rule Deccssarily led to the great curtailinunt of cdiujytional opcratioiis eonucctod witia r flig io u '’
cudow m ents.
 ( 177 )

GO. Care sivould, however, be taken in the uncultivated tracts not to insist
rigidly that village boundaries should necessarily be conterminous. Many
tracts will be found to intervene which should be marked off as sejxirate
estates the projwrty o f the Gooernmevt, and either bestowed on the terms
usually npplieable to grants of waste land in the forests of the Dhoon and Sub-
Himalaya, or be reserved till the s]>read of cultivation, which invariably follows
our rule, enables us to dispose of them to advantage. Colonists miiy be invited
from distant provinces to break up the soil and settle upon the land, though it
is to be feared that the love of home which prevails among our agricultural
classes will precUide the possibility of much advantage being derived from this
som’ce.

Extract fnnn “ lle.Holaiion o f Guvernweni o f India aholuhing the Beard of Adminuirotion, dated
4th Feht'uarij 1 8 o 3 .”
* ^ ft ^ ^ *
7th. The local funds aiising eitlier from naziil property, the one per cent,
road fund, public* I'erries or otherwise, will be imder the control of the Judicial
Commissioner, and be will have autl'ority to sanction any expenditure therefrom,
not exceeding (10,000) ten thousand rupees for any one work.
8tli. Questions connected with ’EccletdastiGcd and Educational niatters will
be decided by the Judicial Commissioner; the more important questions, in
these and other departments, being referred to the Chief Commissioner for deci­
sion or submission to Government.

E eVENU E-FREE HOLDINGS GUANTED FOR THE STJPPORT OP B eLIGIOUS

EDiprcES.

Extracty paragraphs 9., 3 an.'t 4, o f a letter No. 9 1 7 . dated 4th July 1860, from the Secretary to
the Tunjnb (jortn-nmenJ, t,o the Ojjicialuig Financial Comniistnontir o f the Punjab.

2. The Lieutenant-Governor sanctions the release of 12 ghumaos of land

for the support of the temple in Mauza Bliopalv/alai of Samryal, Zillah Sialkot,
so long as the building remains, on the usual condition of good behaviour.
3. His Honour further directs, as suggested by Mr. McLeod, that whenever,
under the operation of a decision heretofore passed, the endowment held by a
mosque or temple would, lapse on the death o f the present incumbent, it shall
be competent to the district officer to refrain from carrying that decision int(j
effect on his decease occurring, and to report the case for final instructions; and
i f he shall he o f opinion that the institution is valued by the people and- that the
resumption is likely to prove diistasteful to them, it will be incumbent on him
to adopt this course.
4. The district officers may also be instructed to report any case in which
they have reason to believe that the resumption of a grant, hitherto appro­
priated to the support of a dharam.salah, takya, or khangah is likely to create
serious dissatisfaction, retaining the proceeds in deposit pending the receipt of
final orders.

X V I . — I INVESTIGATION OF CLAIM S TO R e v e NUE-FREE TENURES IN THE

T rans-S utlej States.

Copy o f letter No. 78, from, Secretary to Government o f Lidia, to Commissioner and
Superintendent, Trans-Sutlej Slates, dated 23rd February 1874.
» « « * * « »
His Lordship observes that at present the recommendations of the officers,
being in accordance with their individual views, are often contradictory and
sometimes somewhat arbitrary, but that a principle having been once estab­
lished, these and all future reports can be easily disposed of.
2w
 ( 178 )

4. The Governor General remarks that all grants were resuraecl by the
Sikh rulers at will, without reference to the terms of the grant, rchoiei'er State
exigencies or even caprice dictated; on the death of the grantor they la])scd as a
matter of course, and were only renewed on payment of a large iiazrana, equal,
in some instances, to many years’ collections. The Governor G(3n('ral further
observes that the decision of the British Government on these claims will give
a permanency, validity, and value to the tenures hitherto unknown, notioHh-
standing sanads from Native Qovernments o f 'perpetual release from all de­
mands, which the holders know mean nothing.
5 . His Lordship therefore ^^‘’•ects, with reference to the nature of the
tenures in the Jallandhar Doab, tiiat the following general principles and rules
may be observed, thus rendering the adjustment of all claims easy and intelli­
gible :—
All grants for the provision or maintenance of former rulers deposed,
or former proprietors dispossessed, to be maintained on their present
tenures in perpetuity.
3nd.—All endowments bond fide made for the maintenance of religious
establishments, or buildings for public accommodation, to be main­
tained as long as the establishments or buildings are kept up.
3rd.—All persons holding villages or portions of villages free o f rent or
money payment, and for which no service was to be rendered, by
grants made by Maharajas Eanjit Singh, Kharak Singh, or Slier
Singh, to be maintained in their holding free ol rent during their
lives, each case to be open to the consideration and orders of Gov­
ernment on the death of the holder, to be decided according to
its merits. /
4th.—All persons holding lands or grants, as above, subject to a payment
of nazrana, peshkash, or the like, to hold fo r their lives, subject to
the payment o f quarter jama ; and 0151 the death of the holders, the
land to he resumed or assessed at fu ll jayna.
5th.—All persons holding land for which service of any kind was to be ren­
dered to the Sikh rulers, including Bedis and Sodhis, who were
expected to perform religious services for the benefit of the donors,
to hold fo r life, subject to a payment o f one-fourth jama. The case
of each such tenure to be reported for the consideration of Govern­
ment on the death of the holder.
6. Grants made by persons not having authority to alienate the Govem-
nient revenues to be resumed.
7 . Where no sanad exists, a holding for three generations to constitute a
title, and entitle the holder to have his case adjudicated by the foregoing rules.
8. In accordance with the above rules, the cases in 4he several statements
have been ordered on, and the B/ight Honourable the Governor General directs
that in future all cases in Trans-Sutlej territories may be decided by them,
any particular cases being reported separately to Government for special orders.

X V II.— E u l e s for d is p o s a l of R e 7s^t -]p e e e T enures.

E xtract from para. 1 of Ko. 1119, dated 24lh March 1853, from Secretary to Government o f
India, to Chief Commissioner, Punjab.

The Governor General in Council . . . . . is pleased . , . .

to lay down tli{i following rules for the future guidance in the disposal of rent-
free tenures :—
I.—Henceforth no cases where lands are resumed need he reported to Gov­
ernment, whether donations in money are given or not, or whatever
1)e the amount of the resumption.
 ( 179 )

II.— Grants of land to village servants may he made by Settlement Officers,

under the authority of the Einancial and Chief Commissioners.
I I I .—The financial Commissioner sliall haye autliority finally to dispose
of all grants of land, under 10 acres, which he maij he of opinion
should be released during the lives of the occupants, or the term of
settlement.
IV.—The Chief Commissioner shall have a similar authority, A^ith a limit
of 50 acres for tlie lives of occupants, or the term of settlement.
V.—All other cases where it is proposed to release lands above 50 acres in
extent, to the occupants for their lives, or to release land of any
amount to the second generation, or in perpetuity, or beyond the
term o f settlement, or where it is proposed to release land forining
a whole village, or the fractional part of a village, for any period of
time, must be reported to Government.

I n h e r it a n c e of P e iip e t u a l G r a n t s .

I,—iVb tenure descends to collateral heirs, hut lajnes to Govrrmnent on the

failure of male legitimate issue in the line of the original grantees.,
II.—The term of “ original grantees ” means the parties to whom the
British have confirmed the grant.
The reason is simply this : When the Punjab was conquered it was ruled
that in each case a grant must be given under tlie Board’s seal and Secretary’s
signature declaring that the grant was a free gift ” of the British Govern­
ment, and that the assignees must regard their nt^w masters in tlie light of
personal benefactors, from whom alone the indulgence with which tliey are
treated mg,y be considered to emanate, From this it clearly appears that the
local courts have no authority to open out questions o f division or inheritance
anterior to the register. Any plea based on partition, descent, gift, which is
not supported by the registers, must at once he rejected. As to questions subse­
quent to the register, the courts Vvill decide according to the customary law of
the country with regard to inheritance, subject to the limitations of the grant
as shown in the register.

Extract from circular 2 io .2 , dated 2oth M a y 1860, from Secretary io Governmut, Punjab, to
Commissioner and Suveriutendent,---- —---- -Division.

It is the desire of the Lieutenant-Governor that the sons of the native aris­
tocracy should when qualified obtain a fair share of the appointments in the gift
of Government, and is happy to know that, of late, a great many have been
provided for in the civil and military services. It is now a nile under this Gov­
ernment to select for the higher appointments men of rank and respectability,
experience having demonstrated the superiority o f their loeight and influence
with the people. The great obstacle to their preferment has been thdr want o f
education.
6. But an experiment is now in progress at Lalioro of a promising character,
which, if successful, will provide greater facilities for the education of the sons
of the Sirdars thian have hitherto been within tlieir reach. The Government
school is under the direction of competent tenchcrs, Sf’2J(f^'(fte class roar,is are
devoted to the sons of the gentry and to those of commonalty. There are already
50 boys, the sons o f Sirdars, toho had not previously attended school, for their
families shrunk from sending them to institutions in which they were liable to he
associated ivith boys o f a lower status* several of tiiose boys have been scut
from distant districts, and generally a desire for education has gro^vn up.
* The Rubsoquent abolition of cIhss clistincHons at the L nlion' (lovcrimioiit Colloire aiul Ilijjli Scliool
naturally led to tiio 'vitliduawal of Sirdars’ sous from au lustituliou ou wliieh Uioy looked us ouo ospociuliy iu-
teuded for their owu order.
 ( 180 )

If the plan succeeds at Lahore, of which there is at present every hope, the
Lieutenant-Governor will be glad to see a similar school established in each
division. There is no difficulty in procurmg appointments fo r well-horn cadets so
long as they possess average qualijications. They can be disposed of in the
irregular force and in the civil department. The body to be provided for wdll
probably not be numerous and fairly educated, they will have preferential
claim from the Government, which has perhaps been somewhat doio to improw
their condition and elevate their hopes.
7. In bringing the question of succession before the Chiefs, you will be
careful to state the favourable intentions of Government towards the younger
sons of influential houses.^

INSTANCES OE EESUMED « M UAFIS” BELONGING TO MAULVIS,

PANDITS, AND BHAIS.
(1) Held by Bhai Bhagel Singh for the purpose of instructing boys.
After the death of Bhai Bhagel Singh 17 ghumaos
^ of the above land v>^ere resumed, and the rest was
^ 22 ghum ans. Spared for the dharamsala. The applicai)ts Kishen
^ Singh, &c. (sons of Bhai Bhagel Singh), say that on
account of the above resumption tliey closed their school. They add that if the
resump tion be cancelled and their muafi be restored, they can open a school
with several hundreds of piipils.
(2) The mudfis noted in the margin were held by Pandit Jaswant, son of
Bhowani Dass, for the furtherance of Sanscrit in-
in the villages of Buhiuipur structlon. The Pandit above named was allowed
L u d h ia n a - ^ to hold the muafis for the term of the settlement.
7 bigbas 14 biswas. ijihe muafidar died without issue, and the muajQs
® ” u '' r^^umed on 10th March 1867 by an order of
the Deputy Oompiissioner. There was a fourth
muafi also which the Pandit held for ever, and it devolved after his death on his
grandson (his daughter’s son, named Mansa Ram, living in the village of
Pawadat).
(3) The robkar dated 9th of May 1837 shows that the ancestors of Mufti
.I n t b, e v i l l a g e o t<•r> .A I Imam
• n
Bakhsh
i-
have
£ \
held 40r , bighas
t
of (pukhta) land
district Vwbaia, tehaii Ombaia— swcG the time of Aurangzeb. In tiie times of the
15 bighas 5 biswas. Sikhs, Sardar Gnrbakhsh took the half rent. When
Umbala came into the possession of the Government an enquiry was made, and.
when it was proved that Mufti Imam Bakhsh, the then incumbent of the
muafi, taught pupils, 15 bigahs and 15 biswas of land were left to. him, and
the rest resumed. On the deaths of Mufti Muhammad Bakhsh and Mussamut
Mihrunnissa, the then incumbents of the muafi, it was ’•esumed on the 22nd of
November 1866.
(4) Bhai Jewan Singh anfl Bhai Umra Singh represent that their gi^and-
Aniriisar. father Bhai Ram Singh had a jaghir of B.s. 1,200
Jaghir of Es. 1,200 per avimim. per annuin. from the Sikh Government for the
maintenance of a Gurmukhi school which he kept in his own Bunga.
After the death of Bhai Earn Singh, Bhai Karam Singh and Bhai Beshan Singh,
the fathers of the applicants, continued to teach the boys and a jaghir of Rs. 800
per annum was left to them. After their death the jaghir was resumed,
and only Rs. 475 per annum is given to the applicants. As the sum Tvas not
sufficient to support their family they could not maintain the school, which was
closed a sliort time after the reduction of the jaghir. The applicants request
that if a suitable sum be given them (such as they used to draw formerly) they
can open a very good Gurmukhi school in their Bunga.
• The !Khv.irahle policv sketc}i(»a out in this kiter was never ihovoughly carried out in practice. The Lahore
(lov.nnuient College and School were opened ta the coMreonalty, thus competing with the aided Miusion College,
;iiut leading lu uae &ecc.Jo'.ou o[ ;he ;-ous ot the native nobility.
 ( 181 )

(5) Maulvi Sirajiiddin, of Gujranwala, in a private return furnished by him*

Gujranwoia. says that the school wliich he now conducts had
35 ybumans. a muali of 60 ghumaos of land in the time of
Maulvi Sultan Ahmad, deceased. On tlie death of the Maulvi, 35 ghumaos
were resumed and 25 ghumaos were left for ever.

The police returns say that the mosque of Qari in tlie village of Taizpur,
which now contains three Koran schools, held a
T a iz p u r, talisii S h a ra h p u r, dis"
trict Lahore. ‘ niufifi (details not given) which wOkS resumed two
years ago.

(6) A private return furnished by Maulvi I'atah Muhammad of .Talalpur

mentions that the school in the grand mosque
J a ia ip u r , P e r w a U district M u l-
tan. (whicli is conducted hy Maulvi Eazil Muhammad,
a distin^’uished Arabic scholar) held in tlic times of the Nawabs of Multan and
the Sikhs a nuiafi. of the town duties, and the teachers attached to the school
also received pensions.
Private information adds that the assignees of these pensions and muafis
still have documents.
(7) A private informant mentions that Bhai K i Dartoajri, a dharam-
sala in Kaipur, held about 60 bighas (kham) of
In the village o f R a ip u r, thana land as muaf)., but in the last Settlement the land
Delon, ‘district Ludn_i/ar.a. a SSe SSfc d .
60 bijthsis.
2 weiis.
The Khankah of Pir Baulat Shah and the Dera
of a Saniasi fakir had each a well as free-rent tenures, but they have also been
assessed in-the last settlement.

(8) All the muafis noted in the margin, together with many others, were
given to Pandit Tukta Sahai, of llohtus, one of the
to fort, district most distinguislied scholars in the Punjab, by
(1) 2 5V ig h a s m E a m p u ra . Maliaraia Runiit Siugli, for the maintenance of a
(2 15 bii-'has m tbe village or . , i i i j. c -i ■• i ,
Kotra Ahniad. patshala wliich was the lirst 01 its kind m the pro-
(3) Village G hak M u la n . vin C C -
(4) 2 ploU!,'hs, land in Mirpur.
(5) Land in ti e viUage of Chha-
haryan Gujran. On the annexation of the Panjab, nearly all
• muafis -were resumed. There is a patshala
VI egs, aiya. Uohtas Gven now, but it has decayed to insigni­
ficance.

(9) An application signed by Lachman Hissedar, and Sahukar Gunda

Mai, Lumberdar, Kazura Mai, Patwari; Sexs^a llam,
te h sfi P ' o f ^ Niranjan Dass, residents of Mura-
H a fila b a d '. d is t r ic t ] p ortion o f a dyan, Tclisil Hafizabad, District Gujranwala, states
Gujranwaiia. L well. Bhai Jaislng used to conduct a Gurmukhi
school in the village dharamsala and lived on the produce of a muafi of a half
of tirkhanaw^ala well and 25 ghunians which he held for the purpose of
inaintainii’^" a Gurmukhi school and defray the expenses of the dharamsala.
Oii his death, which occurred only two years ago, the muali was resumed. Tlie
school has been closed, and the applicants say that theu* children have conse­
quently been deprived oi education.

J ' ~ . .
81^'liunuias oi-land. Chucluikanwula wcll. lie used to coiuluct a Gur­
m u k h i sclioo], but after his dcf.th h a l f o!‘ the nnuUl had been resumed, ami
what now remains is not sutlicic nt to maintain the present incumbent, and
therefore the sclv-,)ol b.as much suubvod.
2x
 ( 182 )

(11) The applicants Bija Singli, Gurdat Singh, sons of Amir Sin^h, and
Killa Murad Bnkhsh, tehsii Ka. Uttau Sin^h and Kishcn Sin^-h, sons ot‘ Wazir
fizahad,iy\^iv\iii Gujramuala,\otQS Singh, statc in thcir application that in tlic life-
fjhuumas o£ laiiJ, Amil* Singh and AYazii* Singh, their re­
spective fathers, two-thirds of 68 ghumaos of land Avhich they lield as muaft
for the maintenance of a Gm’mukhi school in th*» village dhararasala were,
resumed. The third portion which now remains is not sufficient for the main­
tenance of a school. The villagers have suffered much in thus being deprived
of a means of their children’s instruction.

(12) Surjan Dass and Santram state that their father used to hold a plot of
muafi amounting to 60 ghumans which was at-
Jn the village of Waniki, tehsil
tached to tlic dliaranisala. This dharamsala had
llajizabad, district Gujranwaia, 38
ghumans of land. ^ well-att.ended Gurmukhi school attached to it.
Now, on the death of Nirmal Bass, the Gurbhai, 38 ghumaos were resumed
and 12 ghumaos left. It is evident that they cannot maintain a school with
the little which is left.

Statement of Muajis allowed to persona toko icere or are connected with eduealion in the Sahausara
Tillage.

Annvii , I ncomb.
X<o. Monza
or Village. Name of Hnsfi bolder.
Instita'iou, Mosque
or Dbaraueala. i B bmabks.
liaod. Cash.

Sahansara . Jamaijta, son of Mosque 6 G. 7 K. mi Half rfle.ased tilldpatb, and half during the
pleasure of Government. Formerly tho
Vaziiu, Mul- 4 M .; as­ anecstMrg of this muafidar ttkURht the
laua. sessed at students, but since the establishment o f
12 Rs. GoTcrnment schoolit, pupils have takeu to
them, and the muafldar no longer teaches.

Ditto Phula, sonofGur- 2 G, 1 K. mi Gurmukhi, the father of the present muA-

mukh Fadha. 10 M, ; as­ fidar, taitglit Gurmukhi and Na^ri. The
work o f teaching has been taken np by
sessed at ihe village school. 'Ihe rovfm m ent
3Rs. rouifl hag been returned. Hi<i descend*
am 8 now have a muafl allowed by Sardar
'i'haknr Singh.
Ditto Panjaba, son of 3 K. 14 M .; mi The original muaBd&r used to tcach Nagri,
Bh^gn Pandha. assessed at but his descendants have censed to do so
aince the establishment o f Oovemment
IRe. H-!hoolg. Government muafi has been re
sumed j tho present muafi ig allowed by
the Sardor.
Ditto Thaknr Daiw, son 1 G. 6 K. mi Used to tench Lnnde before the establisli
of Gandar Mai, 4 M . ; as- ment of schools. He does not teach now.
Brahmia. sesssed at The muaH is, therefore, to be enjoyed
only duriug^ tho lifetime of tUfl Dresdut
4Rs. holder.
Ditto Jawahir, son of 1 G. 6 K. mi Ditto.
Maharaj, Brah- 5 M .; as­
sessed at
4 Rs.
Ditto Jas, son of Bbana 6 K. 12 M .; The muMdar nsod to teach Sanscrit, but
since the establishment of schools Gov­
Brahmin. assessed at ernment has resumed the muati, though
1 Be. he enjoys some muafi from the Sardsr.
Ditto Sangat Dass, Gurudwara of 30 G .; as­ NU This muafi has been resumed, but some
muiQ is allowed by the Parlar on account
Mahant. Guru Arjan. sessed at o f a magnificent (junulwara at which
o8Rs.As.7 bread Is given to the poor. Gurmukhi is
still taut;bt to Sadhns.
Ditto Guru Prasad, Dharam^la 21 G. 6 K. mi This muafi his been resumed by the Gov­
ernment, but is now allowed by the Sar-
Chela of Sahao 16 M. ; as­ dar. Gurmukhi is taught here ; (lassen-
ITarsitig Dass. sessed at gers take rest.
^59 Rs.
Ditto Moti Ram, son of 3 G. 5 K. Used to teach Nagri, but since the estab­
lishment o f Gofemment schools the teach-
Rattan Chand, 11 M .; as­ et's functions have ceased.
Brahmin. sessed at
9Rs.
10 Ditto Nand Kanr, son 7K. 9M. ; Mnafi was resumed when ths tef.ching
fuuctions were taken.'away by the schools.
of Gurbachan, assessed at
Brahmin. 1 Re. The mnafi now enjoyed is from the Sardar.-
Lunde was formerly t:iught.
11 Nand Ram, Sahao Dharamsala 17 G. 2 K. Gurmukhi used to be taught, but since the
es'abiishment of <iovernment schools,
son of Bish' 9 M .} as­ teaching functions have ceased. The muaB
en Dass. sessed at has taken the form o f a muafi for life.
24 Rs.

In almost all the above eleven cases the teaching functions were monopolised hy the schools established by
Government, and the mu^fis, which were enjoyed for tlie performance of teaching functions, were resumed.
Pupils attending these indigenous Bchdols were, it is alleged, forcibly withdraAvufby the Government village
schools.
 ( 183 )

Slafement o f Mnafis connected with the insf,ruciioii o f Pernan and Hindi in M o m a Raja Sami.

Y rably I ncomb.
Inslitiitioii,
Name of Muaiidar. Moscjue, &c. RbK48K8.
Cash.

Raja Sansi Bava. Pvcra Dass Dharamsal a 12 G. 1 K. mi Gnrmnkhi was taiight here, but ■when on
the estibliKhmeut of schools, pupils were
Sadiiu. Saraalidaii- 18 M. ; as­ forcibly withdrawn, Uurmnkhi teactiinn
wali. sessed at ceased to exist, and the muaii was reHiimt^d.
29 Rs. The present rouafi ia j 411 the Sardars of
Raja Sansl.
Ditto Gonosh Dass, Pa- Shivala , 14 G. 6 K. Ditto.
I roil it. 4 M .; as-
. Rcsscd at
39 Ka.
Jlustiiq Slngli Dharamsala 21 G. 6 K. Ditto.
2 M ,; as­
sessed at
43 Rs.
Ditto Jawaliir Singh, Dlmramsala of 1 G. 4 K. Ditto.
Brahmin. Amor Singh.
Ditto Isliar Singh, Dliar am s a 1a Sirdarsof Raja Sansf and the other inh.i-
Chaukwali. bitaiits used to support this in&tiiution
Ebai, for the i^alce »f Curmuklii teafthing. Since
the estublishmeiit of rcIiooIh this siipnort
has been ■withdrawn. Tlie Sardars alone
now kuppori this institution an a religious
one,
Ditto Hidayat Shah, Takia 12 G. 6 K. This muafidar used to teach Fiqa {.Mnha-
madan law). Now th.'; students bavi.
son of Mehtah 19itf.; as- been taken into the village schools.
Shah, Faqir. sessed at
15 Rs.
Ditto Fir Bakhsh, Mul- Mosque The villagers and the Sardar used to sup.
port this roo8i|ue as a place where Persian
lan. and religious books were taui^ht, but now
that the boss have been taken by force
iiito the schools this support has Ijcen
withdrawn. Sardar Thakur Singh k>vcr
some Bupport.
8 Ditto Raqim Shah, son Ditto Ditto.
oi H wsctv Shah,
9 Ditto Jam Muhammad Ditto Ditto.
Mulian.
10 Ud^la Fateh Shah Ditto 3 G. 5 K, This mnaft has been re«nraed by G orem -
ment since the schools have, forcibly as-
17 M .; as­ sumed the teswhlng fanetloug of indigen­
sessed at ous schools.
7 Rs. The present m.tiarf is allowed by Sardar
Thakur Singh.

3.— P r i n c i p l e s w h ic h were acted on in r e s u m in g E e n t -p r e e T enures.

I now proceed to show that the Board ot Administration for the affairs of
the Punjab interpreted the orders received on the subject of the resumption of
rent-free tenures in the most liberal spirit of which they were capable, with
due regard to the welfare of the administration, and the thorough execution of
the unpleasant task with which it was entrusted.
I must therefore be forgiven if I quote at length all the passages in the
earlier administration reports which bear on the subject, and which explain the
principles of action that guided the rulers of the Punjab.

E x tra c ts fr o m P u n ja b A d m in is tr a tio n E e p o r ,t f o r 184f9-51.

Jaghirs and JPendons.
316. . . . . . The grants held by the chief jaghirdari grantees
who held one or more entire estates have been investigated under tb(.‘
Board’s immediate supervision by a separate officer appointed for that purpos(‘.
The inquiry was commenced by Major Edwardes, and has since been prosfecuted
by Captain Becher till it has now nearly reached conclusion. The grants,
which comprised detached portions of estates have been partly investigated by
the district authorities and by the settlement officers in those districts whero a
regular settlement might be in progress.
317. The pension investigations have been conducted in the same manner.
The army pensions, and civil, and the important political pensions, have beoii^
disposed of by the special officer under the Board; the minor pensions, chief! v'
charitable and religious, liy the district a.uthorities.
 ( 184 )

318. Before particularising the method in which each class of grants has
heon dealt with, it may be well to recapitulate the principleR enunciated by the
Gov'ernment in the letter last mentioned. These directions authorised the main­
tenance for life of incumbents of grants, first to former rulers and State pcn-
Prir!0ii)les ejiunciated by the Gov- sioners; «econd, for endowment of religious and
eniment. public institutions, as long as tlie object of endow-
mentJ'should be fulfilled; third, on the authority of MaUdraias llanjit Sing-h,
Khurruk Smgh, and Slier Singh; fourth, on the payment of tribute to be charged
with one-fourth revenue ; fifth, for religious services.
Grants not made on authority, nor for objects recognised in the above
rules, were to be resumed, unless the party should have been in possession for
three generations, in which case a prescriptive title was to be conferred for his
lifetime.

320. . . . . , . With regard to State pensions (class No. 5), the grants
were maintained for life of incumbents subject to diminution after death. In
the case of the royal ladies, mostly widows of Maharajahs E,anjit Singh, Kharak
Singh, and Sher Singh, the landed grants were not maintained ; but a money
computation for their lives was effected. * » * «
Among the grants which come under the general denomination of per­
sonal may be noticed the enams ” (class No. 8).
Gr»..te to influent,alLndhoidcr,. term was under Sikh rule applied to certain
deductions made from the revenue of an estate in favour of some village chief,
called a chowdhry, who by local knowledge aided the revenue officers in
ascertaining the resources of the village and in collecting the taxes, and also
in the preservation of order and harmony. The agency thus secured, and the
influence thus enlisted on the side of the local authorities, \vere important.
The*grants have been generally maintained during the life-time of the grantee
upotJ: the;pondition of general service. In the conducting of the new system
or settlenient, which chiefly works through popular agency, the chowdries have
made themselves most useful, and their services may for the future be turned to
good account in the detection and prevention, of crime, in the management for
the public convenience, such as the furnishing of supplies and Carriage, repair
of roads and the construction'of useful works.
321. The endowments mentioned in class No. 9 are both secular and
, , rehgious for the support of temples, mosques, places
Se«ibr.„d,,l.s.o™e«do,n.e„i.. piigrfjoage and devotion, schools, Tillage inns
for the reception of travellers and paupers, and strangers, generally of a monas­
tic character. The institutions are ornaments to the villages; they have some
architectural pretensions, and, being embosomed in trees, are often the only shad}
spots in the neighbourhood. They add much to the comfort of rustic life, and
keep ative a spirit o f hospitality and piety among the agricultural people. The
endowments, oc o.sionalhj reduced in amount, have, on the whole^ been
regarded with UberaUly, and, in confirming them, the ofiicers have mainly
r-egarded the utility and efiiciency of the institution. Such grants, when
imigmficant in amount, have been maintained, even though the original grr.ntor
might have been the headman of the village.
The grants to objects of charity of to j>ersons of sanctity have frequently
Classes10and n, orants to o'bj,cts been paid in cash, and in such cases have been
of cbaritj and to reii-iouseii'iiader. bronglil under the denomination of pension. In re­
gard to the charitable grants,—indeed with regard to all grants,—the tenor of
para. 56 of the Government letter has been observed, and the rigour of the rule
has been relaxed in favour of parties who, from “ indigence, infirmity, age or
sex, miglit be fitting objects of special indulgence.”
* *• * * * * *
2o7- ^Jlie assessments were all fixed in money and included all payments
in one aggregate sinn. They were unavoidably made with great expedition,
and generally hy officers who possessed bvt liltle previons knowledge of the
mbjccfy and ivho therefore comimtted many mistakes. But in spite of such
 ( 185 )
defects* the settlements conferred a boon on the people by the fiscal relief they
at once afforded, by the definition and consolidation of the public, burthen, and
by the cessasion of vexatious and inquisitorial processes. '>

P art I I I .—J a g h i e s anb P e n s io n s .

313. Eeudalism is known by enquirers to bave prevailed in all Indian

OrlgiH of iao4ed grants in tie kingdoms, _and, as developed in the Rajput prin-
Punjab. cipalities, it has obtained an European fame»
no reign o f the JEast did it pref>ail more than in the kingdom foundM by
Runjit Singh, A large section of the Maharajah’s army consisted of cavalry
contingents, furnished by chieftains holding grants on feudal tenure^, and even
a part of the regular troops received their pay in jaghirs instead of cash. In
the same manner,—that is, by assignments on the revenue,—the civil officers of
State and the royal household for the most part were paid; State pensioners,
the families of military chiefs, and the old soldiers and the ladies of the royal
palace were supported. Endowments for objects of sanctity, charitable donations
and annuities to religious characters were granted:; for the same objects pensions
were conferred.
314 The term “ pension ’’ has a widier significance than usual when applied to
_ . , ^ Sikh affairs. It m^nt not, only an allowance granted
ensions o^ gian • , to superatouated servants of the State, but also
personal, charitablie, and religious endowments.
In respect of intention and object, it is difficult to distinguish a pension
from a jaghir, except that the one was paid from the treastu’y, and the other in
the shape of assignment on the land revenue. IJnder the late Government a
pension, however, was rarely beyond life ; jaghir, after the death.of the
grantee, might be continued to his lepresentatives.
316. Erom ^these preliminary remarks it will be seen that jaghirs and
Ciassificatioti of grants both in j^nsions may admit of the following classifica-
landahdcub. tion
1. jV|iUtaiy.
Sectidh I.— Service grants » . . •^
3. Feudal.
,4. Hous^iold.
5. State pensioners.
6 . R oyal ladies.
„ ir.—Personal grants . . 7, Fam ily provis-ion. ,
8,<?Allowa«ces to influential latid-
V , holders.
, (" S. Endow
,, IlI.—ReHgilnis grants ., .■< lO. Clmritabte.

The proceedings held with re^rd to these various classes of grants have
been regulated by the principleslaid down by tke Most K Governor
General in the letter dated 31st March 1849. The w ordgrant ” in the above
classification is a g e n ^ l term, including both jaghirs and i^i^ions, and both
specieis will be considered together, there being no differenee in their judicial
tr^tment.'-' ; . i V ■. '

■3^. Q f money pensions about 8,000 cases hate b^en investigated and nearly
2,Gp0 rfemain for decision; the latter cases are, hdWever, all insignificant. It is
believed that their aggregate value will amount to tw^ye lakhs per annum. But
the lapfees by demise will, year after yearj operate as-a sinking fund and cause
a gradual but certain diminution. The jaghir inquiries cannot be numerically
represented. It will be sufficient to state that the grants equivalent ic^
nine lakhs of revenue either have been or are being investigated- th^ire
are dmhtless mant/ hundreds, even thousands, of petty rent-free tenures which
cannot noto he emmerated, hvX which will be brought to light when the rcgukif
settlement comes on. . ^
 324. On the wholes the tciiiporary alienatioii of the rovcnuc un^ler the two
heads o fJ a g liir s ” and, “ Pensions” will amount to iipword» o f lakhs per
, (?i?;m?»,'~that ^ to more than a fifth Of the tota^ The raeasiire is
. Xiistified hy pplitical expediency, and i^ the neural eon^eq^^ of the liahilities
whijoh; the British Goveniment inheritGd froni its predecesiSors. In such matters
thtJ po^Py of .aNative and an Euvopedn OoTerni&nt must differ. Bat it has
been desired \\mi tJiS rewliktion should ^ke effect gmduallijf <md iGith cl8 Utile
asperity cis jposmble,

407. FirstsiW reeeiptt^ Mill be estimated. The land tax roll for 1851^52
exhibited a total; of 166 laklisvj hil%for reasons already given in the section
devoted to reyeirtue> thero js; I'ea^h this tax roll will not be
mairitainedy ahd^^^^^^ of $e¥en lakl^ mxist ens^^^^ the total lowered
tO; 99' lakhs.; Oil the other <ina)i^ r^ great and .^mally
afe under e^qiiw may He exjpecied to lapse. Gn these
accounts 3 lakhs niay he safely adeted: to the the tax roll may he
permanently assumed at lOS lakhSj being 3 lal^hs l^s than the tax roll of the
current year. An increase of nearly 2 lakhs over the amot^ht of last year may
be expected in the excise and stamps, ahd a considerable increase in the Post
Ofifiee. Also l lakh may be anticipated as retui*n from the Baree Ddab Canal,
for whichi however, a heavy outlay must be entered on the debit side. On the
other hand, a large decrease in the extra «re «j»c?er ii?« xmd many grants
may he expected to lapse/ 13 lakhs obtained from confiscation will fail in
future, as also several miuoi* items, such as the arrearsj-the ^^ale of Mooltan
property, &c., amounting to 2 laMis. Thus ^17 lakhs of extradvdinary revenue
will vanish, and instead of 151 lakhs, there wiii be precisely the same total as
in lire ffirst year,— 134 lakhs.

411. . . . . . B^ that timeralspj^he important items, the State

grants to individuals, consisting partly of ,'alienations of the revenue (Jaghirs),
and partly in cash payments (pensioias)y W^l have begun to diminish by demise
The territorial grants, pf :^h't^ fhf> aggregate naliiation may he 25
laJdiSyha'ce either been confirmed f o f tM lives o f mdividuals or are under investi­
gations, Ot these 25 lakhs it may be fairly supposed that 4 lakhs will have
begun to lapse per annum and mm l^e added to the tax roll. The 12 lakhs of
jpensions, of wMch the recipients are mostly adTaneed in life, 'will by this time
begin to lapse at the rate of S lakhs per fl-njnum. r T~7' . • . , * , . .
To recapitulate this. The reyemue of 184 lakhs will have gained 10 lakhs by
the canal, and 4 lakhs by jaghirilapses, and will amount to 148 lakhs,- that
is, 14 lakhs in excess. On the othtsr hand, the ordinary expenditure will l^av^
gained 3 lakhs hy the pensibn-lapse^, and the extraordinary 10 by the
completion of the public works and of tlie survey and settlement,—in aU 13
lakhs.
412. Such, then, will the net profit of the annexed territory be ten
years hence. But it is not likely to stop at that limit. The jaghirs and
pensions aggregate tmqiiestionahly 30 lakhs. A large portion has been granted
on life-tenure, and a large portion must lapse with one generation, and there­
fore the State resources mnst increase by nearly 30 lakhs. Of this, 8 lakhs
{viz., 4 lakhs for jaghir-^and 4 lakhs for pensions) have been anticipated in
the foregoing accouuts. But there are still about 20 lakhs, which year after
year must go on lapsing, and must be added to the surplusi of 50 lakhs just men­
tioned W ithin yirTEEN yeaes the annexed territories w il l assuredly
I?E yielding A NET PROMT Or 50 LAKHS, OR HALF A MILLION STERLING, PER
annum.. ■

416. Before concluding Hhis scction it may be well to offer a brief contrast
 ( 187 )

of the cliicf heads of reremie in tlie Proper as they stood during

Ranjit Singh’s reign and at the present time
l/Atrn T*x.
■Sxciso. ■ 4^11i -fci11 l.QTAEi.
, Khalsa.- J.ighir. Totol.

P anjit Singli . . £1,050,000 0 0 GOO,000 0 0 ],Go0,000 0 0 •200.000 0 0 1,850,0(10

Government . ., £1,050,000 0 0 200,000 0 0 1,2,>0,000 0 0 200,000 0 0 l,450,r00

It Avill liave l)ccn understood from section whicli treated on revenue

that the “ khalsa” represents the afnount reah'sed hy the State, and the
“ jag'hir” the amount temporarily alienated in favour of individuals. But in
]»anjit Singli’s time the jaghirs were feudal grants, for which a service
equivalent was obtained, while in the present time they are chiefly political
pensions. Nevertheless, in both eases they are a tax on the land. Tl»e total
land tax, both khalsa and jaghir, under the British Government, is about 40
lakhs less than that of llanjit Singh, and tliis represents the actual reduction
in assessment.

But the retaUve ino^oviion hehoeen the two headings has been changed.—
By resumption and lapses many lakhs have recently been transfen’ed from
the jaghir to the khalsa heading. Thus, in this manner, the present khalsa
has been made equal (in spite of reductions in assessment) to the former khalsa,
while the present diminution in the aggregate of both headings has been thrown
chiefly on the jaghir.
Bxtract from the Admini,$traii<m Report, Punjah, f o r tlie years 18 5 1 -5 2 and 18o'^-53.

359. In Part III, section 7 of the Board’s report, the nature of the jaghirs
, ,. . ' , and pensions under the Sikh regime, and the man*
ag irs »n pensions. which these grants and assignments had
been treated under British rule, were detailed. It was stated tbat jaghirs
and^ landed grants, equivalent to 9 lakhs of revenue, either have been or are
being investigated. These inquiries have been co-mpleted during^ the years
1 i* 11 ^ V
Gompletion of alt jaghiT cases.
under report, the ordm-s of (government
i ♦ i i ii.
have
• a.
been
. ' obtained upon the cases, and m ali those instances
vAere the grants hay^ been upheld, sanadis 05 patents have been given to the
g|antee8v; Ip aU jthe districts conie under settlement, and in many
districts not y(6t se^led^ the petty,Tent-free itftiures haye been investigated and
disposed of by competent loqal anthorities. ■ in the
been decided, a n d ^ e
tnqma^m yei rema%ii>, Ther0 are aUo 8(m$ thou­
sands o f cases o f this descripUon, in tohch ike final sanction has been reserved
hyiheGoiiernmcnt^yettoheMmitied,

^ ■•1852. ■
In Appendix Ifo, X I t6 the Hushiarpur Settlement B-eport, there is a
return of rent-free holdings in acres for the pargunnahs of Giirshunker, Hushiar-
pur, Hurrianna, and Onat, shoA^ng that put of a number of 6,705 disputed
cases 3,876 were i^leased aiid 2 ,8 ^ resumed. Of the released thefollcwng are
the headings :—
(1.) Support of puWic buildittgs and ifi^itutions 538 cases.
(i.) Support of » • •430
(3.) Support of schoolmasters » . • - 89
(4.) For military service and hereditary nobiiity 161
(5.) For ehowdrieg, ]umberdars/&c. , . 134
(6.) As persoijal charity .V . . . 1,«91
(7.) Lottg occupancy and migcellaneous 69^
And in the Umballa Settlement Reiport there is a similar return for pargun­
nahs Koopur, Morinda, Ehurur, Moburikpar, and Rotshah, showing that out
 (188 )

of 3,587 disputed cases 2,350 were released and 1,237 resumed. Of the released
the following are liea^^ ,
(I.) Support of nubile'buildings and instituti<vns , . 49S eases,
(2.) Support &e. . . . . 47.-i
^3.) Same schodlmasters . - . i 3
(4.) For toiiitavy service and hereditary nobility . . 138 )>
($i) For cbowdi’ies, lumberdare, &c. . . . . 69
(6.) As personal charity . . .< . . . 781 »
(7.) Long occupancy and miscellaneous . . . 388 >>

V9nbaila )SeUlemeni Bep<>rt fo r 1882.

JPage 9, paragraph ^ 7 almost universal system of the Silchs was
to collect their revenue in kind. Two-fifths o f the ^oss produce the ordi­
nary proportion taken by them from the cultij^toi^ in these States^ Where
the soil was very poor, or In special cases ?^iere religionist castes were the occu­
pants, this rate wsis lowered to one third or even a fourth. But nowlijei^ did
the proportion exceed fJW'a^fths in the Umhalla District. In tlie Jii,liiindar
i)oab a common rate was one-half—a convincing proof, if others were tfahfci®^^^
that the Trans-Sutlej soil is far more productive than the Cis-Sutlej. It ,w
, , , the usual practice for all Sikh iaghirdars of con-
gideratiott. to keep ac<»ante of tbejr reveaura;'
Their records were often kept in deteil. The name of the cultivator, the gross.
amount of produce, and the share derivahle* ^ the cliief are all exhibited.
Where, th0n, »^ I»apers ^oixld be procured^^ without su$picioDi of fraud, they
are manifestly"valuable guides to ah oMcer makiiig his ^iessment. *

page 57, paragrapji SSS.r-rlt m&y naturally be asked^ Why, if the jam-
Wby the people engaged high, did the peojple engage for them ?
cessive jummas. Were conflicting interests to account for this.
Rao Natho Singh, of Raipttr, h^Jd j^tehsions to the malguzari of the whole
tract in 4lght o f life ancient h^ Ghouhah clan, and the Aloo Chow-
driesi both Ej^jrttta and claii)as. T^e zaihindars (residents)
understood n^t th e ^ t u r e o^ pilr^ system, and thought that on<ie
deprived of the th^k^i ” I th^y wouldy lose their proprietary rights alsOv
Accordingly tiie zainindar^ rather than m either of the above claimants,
agreed to pay |ummas which time ^ proved they could not pay; as it was, 7
villages out of the 111 were farinedi ,

^' JPage 75, ^J8P.-~The treatn^nt of the ** or rent-free

lands prior to the division wiw a matter far^Jonsideration^^ B^^^ feeling usu­
ally ran so high between the sharers that it would have been impossible to
wait for the concurrence of botii p^i^es to eitrte the resumption or release of
such lands- It would have been a way of proceeding to
leave the settlement of this quei^ion;tiil after th^^ the jumma
of the villages assigned to tW lessees ^buharunnee woh^ become
su b let to diminution, and a;;Specio»^ caus^^^^^^^ would haVe been given.
^ Aj ByascertMning &r
Treamen 0 e ren - ree an s. ^ of finality
would be given to the partition which it Would not othei'wise have. Accord­
ingly, with but very few and special exertions, all land& were declared
Which either of the sharers asserted to be No e ^ has been fonnd to attend
this course. Thfe Sikhs were too avari^^ious to over; :^timate the quantity of
such holdings, and I do hot believe that the suspicion which naturally might
attach to the sovereign power of lowering the aggre^te jumma of the villages
by giving in false lists has been verified. But, even if such had been the
case, a proviso was made that any lands in villages subsequently given to the
weaker parly declared rent-free by the superior sliarer should be open to chal­
lenge by the former, and under such cliallenges a judicial enquiry was promised,
but no such question has arisen, and I therefore conclude that the rent-free
patches were accurately givenl
 ( 189 )

Meport on TJmballa in the Qis-Sutlej States.

Page 64, paragraph This subject may well be divided into two
classes: 1st, whole villages; 2nd, small patches held rent fr6e. The enquiry into
^ . . .. both these classes has been conducted, and with a
e mves igaion. trifling exceptions completed in this office.
All villages which have been found to be held, rent free have been fully reported
on; in most instances tl;|>e orders of Government have been received on the
recommendations which have been made by myself or the higher revenue
authorities.
Page 64, paragraph 26d. —On the 2nd of April I sent my first batch of
mudfi cases, 7o2 in number, and remarked on the orders of the district officers
who had resumed land held rent free fo r Jive or six generations^ because no
simnud was produced, because they were above 10 bighas, and for reasons even
less sound than these.*
^ Paragraph 265.—The above remarks ref^r to the khalisah villages, |;hose
which pay revenue to the Government. During the Settlement o^ierations
many villages held by jaghirdars have come under settlement, and a question
arose, “ Can a jaghirdar resume land which Government cannot or will not
resume ?” The question was proposed in my letter No. 631, dated 5th September
1854. I stated my opinion that a jaghirdai.’ “ should have no power for re­
sumption more than the Government allows itself; but that with regard to the
release of land, the reasonable wishes of the jaghirdar should be attended to.”
You were of a different opinion, and the Board concurred in your views. The
rule which has been acted on is, that the jaghirdar may resume at his pleasure
rent-free holdings (within the limits of his estate) the continuance of which has
not been guaranteed by British officers; and that in cases where the jaghirdars
are minors, the reasonable request of the jaghirdars, whether for resumption or
release, shall be respected,—the settlement or district officer (as may be) beinjj
the judge as to the reasonableness or otherwise of the request.
Paragraph 555.—Thus the jaghirdars have had conferred on them a power
which, if the British (Government possess, they have never exercised. In such
cases nearly absolute power has been put into the hands of the jaghirdars, nor
have they been slow to use it. I mentioned in my memorandum on Chak
TJmballa that the Jaghirdars o f Pmjohra had reswmil two-thirds o f the villages o f
J'Unyatpoor which had been held free by the zamindar fo r 60 years^ which was
given for political reasons at a time when it was an object to the Sikhs to
secure the Cordial assistance of the zamindars i “ th^Sikhs^” I continued, “ have
availed themselves of a power given them by the strength o f our law, to carry out
a resumption which^ even when flushed with victory^ they did m t dare to
attempt^. ”
Page 86, paragraph 380.^With. r e ^ d t d - m o r a l s of the pei3j|e,' I
would observe that they are ignorant slnd unima^inativej phlegmatic, unl^s
their own interests are concerned, when they arei very active and stickle at no
means to attain their end; they are rather impetuous than brave ; they are proud
of their descent and devotedly attached to their homes, families, and lands. They
are hospitable to strangers, and have generally a rest-Jiouse m the villages fo r
the accommodation o f travellers. They are humane and confiding to those they
know and have been brought up with; peaceably disposed; have no feeling of
patriotism further than the love of home above mentioned, ^ e y are indus­
trious in their lazy way. They toil all day with a perseverance and slowness
which, astonishes the white man from the West* under a sun which would kill
the more energetic and hot-blooded white. They are sober, not given to com­
munication with strangers till they come to know them, when they give what
information they have as accura^ly as they can, if it does not concern them­
selves. The^ are careful in the observance of their religious feasts, especially
the women.
• How many officers objected to suoh improper resumptioDs, even aocoi^ing to the stringent rules that had
boea laid dowD ! i
t T^e decline of the religiotw feeling, as explained elsewhere, natun^ly led to jaghirdars becoming more
grasping and less anxious to keep up the inaigenons rent-free schools.
' 2z
 ( 190 )

Page 87, paragraph 381.—Suttee was in rogue here until a very sliorfc time
ago—18364 In that year, when Mr. Clerk wrote to Eao Nath Sing installing him
as Birdaip, he mentions that he heard there had been a suttee in that familyj and
hoped that the practice would be discontinued.

JELushiarpur Settlement Report, 1853 {already quoted)i

Paragraph 247,—^AU douht f ul have been scrutinised and resumed
during the five or six years of our ml^. It is difficult indeed for any dmbi^guoufi
title to escape. The Government oncers of all grades pursue and relenilessht
attach ** every tenure with a flaio in it.
JPar^raph ^18.—“ THe large escheats in 1849-50 weve owing to the re­
bellion.”

Settlement JReport, Jnllundhurt 185.2.

■ SECTION III.
j iVxscAL.
47. The first step in the fiscal operations, of course, was to decide what
. estates or detached patches of land were to be ex-
Eent-ree tenures. eluded from the rent-roll, and to be exempted from
the payment of revenue. This extensive work was commenced, and in great
part carried through, by the district authorities.
48. This district, like most other parts of the Punjab, contains a number
of jaghir estates, the relics of tlie feudal system
Jagiiir estates. pursued by our predecessors. It is superfluous* to
trace the history of these grants; suffice it to say, that here they were found to
have been made either for military service or religious purposes, and were
upheld by the Government, with certain modifications, during the life-time of
the incumbents.
; . „A

49. The modification was this, that where a contingent bad been formerly
■. ^ " furnished by the gmntee, and was no longer required,
Feudal contingents isem urse . ^ portion oltlie estates, as a fourth. Or a half, was
resumed, as an equivaleiat |or military pay which the grantee has no longer to
disburse. In some cases'where there had been no particular object, secular or
religious, or where the objec%.had ceased to exist, yet a life-tenure Vas alloy^ed,
as a special indulgence, on account of long occupancy.
60. The investigation into theistatus of jaghir estates, and the resumption
pf spuTious grants, that is, grants made Without due
Jagiiirinvestigationcocamencedby
district officer. a0nority or for insufficient rcasons,—was performed
by the district authorities, Tl)© proportion which these jaghir mouzahs bear to
^ khalsa may be ascertained from the No. IV Statement, in which a separate
l^ision has been assigned to the jagliir villages in accordance with paragraph 6
isf the Board’s circular.
51. The detailed lakhirag enquiries regarding the patches of rent-free lands
Scattered amongst the khalsa villages was also set
Detailed investigation conducted
by Settlement Department^ On foot by the district officers. In the year 1848,
this branch of the enquiry was transferred to the Settlement Department by
the Commissioner’s orders: 2,233 cases have come under consideration ; of these,
41:^ have been released and 2,233 resumed.
62. In this, as in the first class of cascKS, fiscal immunity was allowed,
. either because the grant had been made for some
Grants ot.fi Bca exemption. specific purpose, or becausc-the grantee had cnjoycd
hmg' possession, or had otberwise become an object of personal charity. The
claimants were called upon to produce their patents, but nevertheless they had
to prove the existence of the conditions noticed above.
 ( 191 )

53. Tiiese lakMraj proceedings were nearly "brought to a close before

Lakhira’ recrister annexation of the Punjab occurred and the new
a irajregis r, resumption laws W ere issued. A detailed register has
been drawn up showing the cases of both parganas, and arranged in columns,
with headings to denote the nature of the grant. It will be seen that, with
exceptions, all the gmnts are held in Hfe-tenure, and that the majority are
maintained in consideration of long occupancy.
54 There is yet one class of subordinate and conditional grants bearing
Vilia-e service grant or soniee the name of “ sonjee.” They relate to lands ex-
“ empted by the village community from the pay­
ment of “ Bhal-BacV/’ or subscription to defray, the Government revenue, in
favour of parties charged with the maintenance of religious houses, or the per­
formance of municipal services. Whenever the fact of the service and its local
importance was substantiated, / A n ? m gfaes-
je 0 esemp ion, o f small anmmtyihB grant was upheld, for
the t6rm of the settlement, provided that the objeefe of the exemption was
strictly earned out, in pursuance of Cominissioner’s dii*ections dated 30th
August 1848.
55. The lands thus exempted were included in the “ Minhie” area of the
^ ju- I* 1
Conaitions of release.
mahal.
i
These ^grants
^
stand
v -i
on a idifferent footing
i a
to Government grants, and have not been separately
submitted for the sanction of higher authorilies from this department. A
“ Sonjee” register has been prepared uniformly with the lakhiraj register.

149. The primary object in the mind of a Sikh financier was to extract
Piapotfcionof revenue demanded the. utmost from the land., Indian, indeed Asiat^
from th6 occupant of the soil; experience has usually shown tliat the occupant of
the $pil, be his rights what tUey may, ca^a give up to the State half the gross
produce without ruining himself or impairing the resources of cultiyation-
150. Tins proportion the Sikhs resolved to demand. The justice or expe­
diency of such a dem^d was anothor matter. It might possibly he enforced,
and tjierefore it wa^-to be made; to demand anything less than this was a- sheer
:act of:'gi^e,- - ; ' ; / \ ' ;'' ' '
151; I have before stated, the normal mGtliod of eollectiug this am0*tiit.
,
• •. was the division of the; garnered grain, or the
Andmodeof 1 S CO ec jon- praisement of the standing Crop} any money
n^ue ^hich might be fixed would bo based on. the half^produce estimate. •

152. The rigour of the rule was relaxed only in favour/of parties -whom
-. , the GotJernmont used as an ageney for colle^^^
Cbowdnes an^ uqu urns. Qyer each circle pf viUages,^^locally dienomiuMeC»
tuppeh or talooqah, was placed a chowdry; In w h village one or more per­
sons were recognised as muquddiims. The names of both these officers were
borrowed from the imperial tr^tions. The ehowdry wsts to aid in realising
the re'veiiues of his division, ^le iiiuquddum.p^^^

153. In the lands or .estates held by these parties, the Government demand
A^d the privileges enjoyed by was generally lowcred from i to | (punchdoo), or ^
them. (tihara), oi’ even to Various gmnts of land were
also assigned under such titles as chowdrayut, muquddumec, &c. Gratuities
were also allowed in cash or in kind under the general dciioniiiiation of
«enam.” Similar favour was shown to the pargana qanoongoes who liold
their office upon an hereditary tenure, and wero the official rcpo.«!itorics of fiscal
records; few, if any, cases could be named in which the r;ivour.Mblo proporl ions
had been acceiitcd on any other consideration exccpt aetiuil service oi' si)me
kind or other.
 ( 192 )
154. Under British rule, we have discarded the chowdries altogether in
this district; we have dispensed -with their services,
Chowdries discarded under Bri-
and discontinued their remuneration. The muqud-
tiBh rule, bat muquddums and qa-
noongoesre m . duuis W 6 have retained as lumherdars, and the
qanoongoes we have mostly taken into our serviccj hut their hereditary perqui­
sites have been abolished.

155. But it was one thing to demand and another thing to collect half the
gross assets of a harvest. The villagers, o f course,
iMfiBcnity of realising the Govern-
ment share. corrupted the tax-gatherers and the “ kuheas,” or
appraising officers. It may be safely affirmed that less than half wa^ collected
from the fields or granaries, and much less than half found its / vray to the
kardar’s treasury.

73. Eirst and foremost, both in numbers and merit, are-of course the Jats.
. It is needless to expatiate on the qualities of this
a eir ptospen y.renowned caste; s
Jats are in no way inferior to their brethren of Hindustan. The only differ-
enoe is in religion, for under the Moghul sovereignty a great number of the
Ihmjab Jats became proselytes to Iskmism, This tribe flourished under the
fetter and (religiously speaking) corrupted Sikh GoTemment, of which indeed
they Were the main bulwarks. As kardars and tax-gatherers, they served that
State as faithfully in peace as they had ever served it in war, in return for
which they were assiduously cherishedj loaded with honour, and allowed to lord
it with upstart prides over the ilajput and other proscribed classes. The statis-
tiics will show that the larger half of the distribt its is held and
paid by them.

APPENDIX No. XI^

SETTLEMENT REPORT, JULLUNDER, 185^.
R sjtu en o n R e n t-p e e b H o ld in g s , in A c m s .

RELEASED. • ■ BEStTMED. ■5
S. f §
ee
•a
T ot^ , , T bbK pV BEL&AH, Ob js c i o» anAjre. TOTAt. a
Sapport of S iip p ^ For For Long oc­ I ■
In per-
TIM expiry public bnil^ of pa\K>^ Sapport military Chow- As personal, cupancy
. NAME OF pe(jtiity. fo r life / o f present ingg and h i^ and of school
masters. .nenriees. dhriea, eharity. . and ■s
' 0(
settlement. instltatioDS. pandaB. 4c. misceils. 0 . s
<2 O ■g : .' •s 1 a ■
o ■s, o •3 0 ; .0 ■ a-. ’
S *3
S5 £* ' .►» ►> . .-*j^ »
•s 1 1 1
.'"o 4
■ ■
t - o '''='3 1 * s '* o • 0 s
d | l d o §1 6 o' i f
a J5 P : P : . ■ )l , K ■p 2!
i l
»■ - a P 'K |J 1
:
i
i.
j

Curb Sbuaker . 744 3,338 86 621 225 2,33d 433 487 111 474 104 9 jW 10 444 8 34 m 2,094 119 169 275 1,037 1,019 6.196 2,446

Hufhisrpar . . 1,485 6,718 63 636 7(58 4,490 m mi ; 169 938 148 162 4 i'Sl :39
1
494 92 332 S70 3)371 373 41Q 984 4,741 3,409 8,128 6.923
I,
971 3,926 .....47 283 676 3,284 349 358 113 433 65 81 18 |22 61 817 23 356 906 2,154 84 63 962 4,13? 1 ,W 9,273 7,716

OouU . . 3,880 104 1,175 .478 2,577 93 128 146 i^Ka 28 67 8 64 61 .662 t* U3 I 413 1,889 16 44 2,706 1,284 4,860 3,384

T o r ii 3,875 It',881 299 2,515 2,646 13,681 1,53a 1,765 628 3,007 430 384 39 126 161 2,007 134 833 1,991 9,808 692 6S0 2,830 13,684 6,706, 27,44.5 20,468

H u s h ia r p u k S e t t le m e n t O f f i c e , P. SANDYS MELVILL,
30th June IS 52. Selilement Officer.
 ( 193 )

74. Next come the Mussulman Eaens. They especially excel as market-
gardeners. They cultivate more elaborately than
■ the Jats, hut they could not manage a large estate
so well. In qualifications they much resemble the Ladhas and Kachies and
Kurmies of the North-Western Provinces.
75. Similar to them are the Sainees and Khumbos, but they are to be
,_ , found in small numbers onlv. I’he Goojurs and
amees an um os. their kindred tribe of Dogurs are generally to be
found near the banks of the river. Here, as elsewhere, their habits are pastoral,
but they are more industrious and less predatory than usual.
76. Lowest in the scale of prosperity are the Rajput gentry. In most
parts of Upper India the tide of events has tended
ajputs; t eirpovery. submerge tliis class. But in Hindustan, though
their superiority is fast waning, they are by no means considered as bad culti­
vators. Here, however, they have in a great measure brought this national ruin up­
on themselves by their inattention to agriculture, and their extinction has been
hastened by the cruel and unfeeling treatment to which they were often sub­
jected under the Sikh Government. They were over-taxed and ground down by
Sikh priests and officials, and also by Jat kardars. Their villages were often
destroyed and their mosques desecrated, and now they are a bye-word for idle­
ness and destitution. There is hardly a Rajput estate in the whole district
which is not in bad condition, however great its natural capacities and adv'an-
tages may be.
75. While careful to avoid overloading the more industrious classes, I
Relative aiwunt of proftt derived olways endeavoured to lighten tlic fiscal burdens of
by Jats and llajputs. tlicsc Rajputs. It woulcl iudccd be unfair to tax
them at the same rates as Jats and Raens who cultivate every licld with their
own hands, or wdth the hands of their families, and consequently pocket the
profits of both landlord and cultivator, while the others rarely touch a plough
or yoke' a bullock, but cultivate through the agency of servai^ts, or lease out
the land to tenants, and in either case receive only the landlord’s profits. Not
only motives of humanity and clemency point to moderate taxation for Rajputs,
but also the experience of the summary settlement, which has evinced that none
but light jummas can be steadily collected from them.
78. Similarly situated to the Rajputs are a few Syuds, Moguls, Pathans,
„ , , OL It, and Shekhs, who may be styled <^enuine Mussul-
yu 8, a ans, ogus, e- s. j^^ns, in contradistinction to the other tribes of
spurious Mussulmans.
79. There are other castes which do not need s^iecification, as tlieir numbers
are y eij scarce. They have been included in the easte
statistics under the heading of “ Miscellaneous.”
Among them, however, I may notice that there are a few KhutrCes. This
t r ib e holds the same position as that held in Hindustan by the Bunneas and
Kayeths. They are both the waiters and the mercliants of the Punjab. 27tef/
are sure to thrive and multiply under Briiish rule: Akyct they possess but
Brobability
P u VI * off tUeir increase,
. little
> land,’ and that, little
i they have acnuircd
^ bv‘
sales, mortgages, and Suclj like transactions. Tlie
increasing landed occupancy of this class has proved an interesting subject of
statistical comparison in the North-Western Provinqes. Many yi?ars lienee it
will be instructive to note whether Khutree proprietorship has, or has not,
increased in the Doab. ‘ '
80. I will conclude this nptiee of the castes l>j ob^serving that there are
„ ,
Brahmans.
very
i l-
few
j
Brahm‘j,ns•j
ta be found iu tli(.‘ ^position of
cultivators or proj)nutors.
 ( 194 )
Extract from General Repori on the Administration of the Funjah Territories,
1856-67 to 1857-58, includve.

SECTION II.
pAET I.— L a n d -T a x .

39. The maia cause of this fortunate result, no doubt, was that the people
Eeasons of contentment of agricui- are always ready to pay revenue to the power tliat
is, and that, despite our reverses, they siill con­
sidered us to be that power. As already explained, the land-tax was. light;
there waa no particular grievance to complain of in our revenue system; the
tenures had been fairly adjusted; there was no class, among the landholders
and cultivators at least, who had suffered by British rule; there were no dis­
possessed malcontents, no depressed village communities, no upstart usurpers
over the heritage of others through the operation of our laws; there had been
no wholesale or extensive transfers of estates or tracts from one set to another;
there had been some unfonmate transfers of individual •properties, but such
cases were exceptional, among the agriculturists at least. Thus it befel that
no one had reason to hope for benefit by a chan^ of rulers; and so long as
we were at all able to assert authority, most agriculturists were quite wflling
to pay tribute to Caesar. It were vain from such facts to assume the existence
oiEany active heart-felt loyalty.* But at all events there existed no feeling
against us; there was a kind of passive^entiment in our favour among the
masses. The best revenue administration will not secure much more than this;
but recent events have shown that to secure even this much is great gain.
Moreover, at that juncture there was an unusual degree of prosperity. TTie
spring and autumn hahrests "of 1866 had not been abundant; there been
epidemic sickness among the people and murrain among the cattle; in many
. . . places there had been even a scarcity of grain
veroge prices 0 grain. prices had generally risen— not indeed to the
standard of former days, but much above the rates which had premiled of late
years. But in the spring of . 1857 the harvest was excellent; sickness and
murrain had abated; the markets, owing to previous deflection, were not over­
stocked, and prices did not fall greatly, so that generally the agriculturist had
plenty of grain which he could sell at a tolerably good price. In some few
places only was there a difficulty of exporting grain owing to the disturbed state
of the times, which resulted in a slight glut of the markets, and a correspond­
ing fall of prices. Thus, on the whole, agricultural prosperity told in our favour
during the crisis.
40. In foimer reports it was explained how the circumsxance of so much
money going out of the Punjab Contributed to dis-
Reason why money is more plenti-
fui among the agricuitarists. {jjq agriculturist. The native army was Hindu­
stani; to them was a large share of the Punjab revenue disbursed, of which
a part only they spent on the spot and a part was remitted to their homes.
Thus it was that, year after year, lakhs and lakhs of rlipees were drained from the
Punjab and enriched Oudh'; but with the last year, the native army being
Punjabi, all such sums have been paid to them and have been spent at home.
Again, many thousands of Panjabi soldiers are serving abroad. These men
not only remit their savings, but also have sent quantities of prize property
and plunder, the spoils of Hindustan, to their native villages. The effect of
all this is already perceptible in the increase of agricultural capital, a freer
circulation of money, and a fresh impetus to cultivation; There has, indeed,
been a diminution of labouring hands to till the ground, such large numbers of
husbandmen having enlisted in the army; but this is more than compensated
for by the augmentation of those means which are the sinews of agriculture
as of everything else. Probably at no time since annexation have the agri­
culturists of the Punjab been in such easy circumstances as they are at the
present time of writing.
* The Piinjab remaired loyal chiefly because if. had been too recently subjumled to believe in the saocevs of
a rising, and because tlie Panjabis h»ped to enrich themaelves with the spoil of HiB(liist*n.
 ( 198 )

Settlement 'Report o f the TJmrUsur^ SowHan, and Twun Tarun

Farganas, 1860.
16. Average of population to a square mile being 372.
Turun, Tarnu—Education 24.

NVHBBB 0 * ScROObS. N v k b u o * StiTDSiriB.

AnniDor R l. 2,468-8 in
Munbei Hamber of m oney; 3o8 inaunds in
of of TotiJ. Persiui. Ottr- teaoh«rs. g n in ; 483 in ghasa of land.
Bngliah. Arable. Nagri. Lun<:e. ToiiJ.
towns. mukhi.
. •

99 160 259 47 1 ,0 2 8 460 267 353 1 ,4 8 7 8 ,7 4 2 259

Page 135.—The proportion of village servants, such as Uackshiithay car-

pentera, potters^ kohars^ and bhktiea over the whole population is 3 per cent.,
and from their number collectively 33 per cent, are given to agricultural
pursuits. The remainder follow their more legitimate trades. Choorahs,
the most useful and hard-working of all village servants, average 10 per
cent., and 16 per cent, of their numbers are agriculturists. Sadha, Kaah-
mirisy Faqira, Mochut Weavera^ Shekhs, and Teleea average only one per cent,
each, and from their aggregate number 23 per cent, devote their labours to the
culture of land.

7ih,-^ The Stib-diviaion o f Turun Tarun.

Page 131.—Mr. Blyth remarks that the cesses formerly levied from the
non-agricultural residents have been disallowed. The Chief Commissioner, how­
ever, thinks that there is no r^son why this class, already exempt almost
entirely from taxation, should not continue to pay such cesses as may have been
customary.
The income of the village watchman has been fixed at about three rupees
per mensem.
Fage 146, paragraph 22.—The additional cesses amoimt to no less than 21
per cent.,—that is, the jumma nominally of 100 rupees is a payment of 121 rupees
by the zamindars: this is one of the features \vliich I like least in modem settle­
ments. It must always be rememberedthat onlyfour-fifths of the burden on the
people comes into the Government Treasury: it is made np in this way:—
Road Fund . .................................................... 1 per cent.
School Fund . ................................................................... 1«
Lumberdar's percentage ; . . . . 6 „
M nlbah................................................... . 6 ,,
Potwnri . . . . . . . . 3 to 8-8 per cent.
Chowkidars . . . . . . . 6 per cent, about.

21 per cent.

Page 147, paragraph 55.—Jussur comprised 27 villages formprly,

were allowed at the settlement. It was held originally by one ** Jussun” 5 ^
then by one cosmanpudda, a convert from the Hindu to the Muhummadan ielt
gion, about 100 years ago.

Memorandum on the re-aaaeaiment o f Pargana Narawal.

Page 166, paragraph / i . —The muafidars have found great difficulty in
realising their dues, owing to the Government demand having absorbed the
entire outturn of the villages.
Page 166, paragraph IS.—^The chowkidars have also been obliged to satisfy
themselves with payment in kiad, much below the amount they are entitled
to receive.
 ( 196 )

Paragraph i5.~Sucli has been tlie fate of Narawal; the revenue has been
realised. There have been but few balances, but the people liave suffered many
privations In meeting the heavy demands on them, and the condition of the par-
gana is now considerably impaired. Two-thirds of the cattle have disappeared.
The landholders are in debt to the Shahs, and the Shahs are also ruined. They
have mortgaged their property to pay the Government*demand and have no
prospect of redeeming it under the present state of things.
Page 1 7 paragraph 38.—It is remai’kable that those villages which have
^ large proportion of rent-free land were the most
173! isri m, heavily assessed. Fide statistics in Statement V of
198,’ 200/ 205,’ 217,’ 218,’ 254,’ 273, the villages bearing the numbers noted in themargin.
307’ resulted from the adoption of the erroneous
principle of excluding rent-free and inam lands
from the village (cultivated) area at the time of assessment, the process having
tended to exaggerate the percentage of ploughs and cultivation and induce
heavy rates.
Extract from Mr. Blythes Report on Pargana Narawal.
Tage 184, paragraph 37,—The hereditary cultivators and tenants-at-will
generally comprise the village sei*vants, among whom the Jalaspa caste prepon­
derate. They hold land on equally favourable terms with the proprietors, pay
no proprietary rights, and are generally charged according to village rates.
Fage 185, paragraph 46.—There are 163 schools. Of this number
124 teach Persian.
21 „ Arabic.
9 „ Sliashtras,
9 „ Gurmukhi.
5 „ Lunde.
The pupils aggregate 1,245, of whom
819 learn Persian.
157 „ Arabic.
1(6 „ Shashtras.
77 ,, Gurmukhi.
86 „ Laude.

JParagraph 47.—The income of the teachers amounts to jRs. 2,024, aver­

aging Rs. 12-4 per man per year, or one rupee per month, E>s. 3-4 of which is
realised in cash and the remainder in grain.
Letter from R. H. Davies, Esq., Secretary to the GoUern^m^t of ike Punjab, to the Officiuting
Finxncial Commissioner.
Tage 196__Owing to the Original measurements made by the patrwaris
proving inaccurate, the area has been twice measured and the record of rights
recast; and in consequence of the reduction of the jumma made by the assessing
officer, Mr. Morris, having proved insufficient, a further remission, amounting
to 21 per ccnt., has been granted, making the total abatement of demand on the
summary assessment 31, and on the Sikh jumma 40 per cent. In other words,
we get only Rs, 60,000 where the Sikhs got a lakh. »
Much, however, of this reduction is nominal as far as the zamindars are
concerned. It is shown by the statistics furnished by Mr. Blyth that the price
of the staple produce, wheat, has fallen by 35 per cent.; that the zamindar
has now to part with 88 seers of wheat foi' one rupee, whereas at the time of
the summary settlement he gave only 65 seers.
This excessive cheapness of produce which has now prevailed for several
years, however beneficial to the urban population, must materially increase the
difficulty of paying revenue in Cash. ,
The (diminution of demand on this score is therefore clearly just and
necessary.
 ( 197 )

E . A . P kin sep, E s q ., to Commissioner, Umritsur,— iVo. 215, dated 31st January 1863.

P age 26, paragraph 9o.—The state of indigonous education is still at a

vevy low ebb, no attention being paid to this till lately. During the Sikh rule
tiie schools were supported by local effort, even ssuch as drew out a precarious
existence in connection with Hindu and Muhummadan places of worship. I took
the statistics in A. D. 1852 and found that there were 149 localities where instruc­
tion of the most rudimentary cliaractcr was being given to 1,922 boys, one-half
of whom were young lads training to be made “ Moollas ” or priests of Islamism,
and of the remainder the majority were Kuttrees and Brahmans learning account-
keeping. Of the agricultural classes, there were only 500 boys, and under the age
of 8 years only 400. Persian and Arabic (now both obsolete) were the popular
languages. In two parganas, Zufferwall and Chahur, only 100 lads were receiv­
ing any instruction. Few could write their names, while teachers were indigent
and illiterate in the extreme. In 1854 the district authorities introduced re­
form, which reduced the number of schools to 134. A return is annexed giving
the statistics previous to the operations of the Educational Department, wliich
may prove useful for future comparison.
Paragraph 96.—In every village of moderate dimensions places are set apart
for religious worship; with the Mulmmmadans it is a mosque known by its three
cupolas to distinguish it from the single-domed Shivala and Thakurdwara of the
Hindus. They are generally built of pucca masonry and are enclosed with a
low wall. Burial-grounds are attached to the former, in which are said to repose
the ashes of holy men, sainted priests, or village progenitors. In many placed
enclosures are attached called “ Dairas ” by the Muhummadans and “ Dharam-
salas ” by the Hindus, which contain accommodation for travellers and afford
convenient rendezvous for rustic gatherings. Among the genuine Jats, or those
who can look back to a Rajput origin, it is not uncommon to find a great vene­
ration paid to the “ Ibis,” or mounds which in bygone days were the sites
of their first location. They are marked by a few scattered tombs, or a grove of
trees, or have since been selected by some shrivelled fakir as the place suitable
for a solitary life.
With the Jats it is also curious to watch the reverence they pay to the Jund
tree, which is often introduced into these places of worship. The Rajputs are
more lofty in their religion and more rigorous in their discharge of it. Nothing
can be done without consulting their Brahmans and Jaformans; no exercise
complete unless attended with oblation, so that, as might be expected, the outward
raised signs of religion are more numerous. Thakur is their god and temples are
in his honour everywhere. Asceticism, too, is more openly encouraged in other
parts of the district; monasteries are often attached to the larger Thakurd-
waras situated in the Rajput tracts, the most noted of which are those at
Biruntal and Lome in Bujwant, Goddul and Chupras in Maharawall, and Tezu
in Zufferwall.
Page 27^ pa/ragraph 97.—But there are three localities where the most
prominent regard is paid to religious observances, viz.^ at Rotlu Euqueerchand
Ber-Baba Nanak, close to Sialkot; and the tomb of Imam Shah, also at Sial-
kot. The two former are the strongholds of the Sikh faith and are popularly held
to have been established b y Babu Nanak Mmself. The first is situated on the
road from Pusroo to Wuzeerabad in the centre of the Sikh villages, and is pre­
sided over by Baba Mehtab Sing Mohunt, who has some 200 disciples. Ber-Baba
Nanak, close to Sialkot, con^ning the Samadh of Muttee Singh “ Shaheed,”
has a temple with handsome cupola which was gilded at the expense of Maha­
rajah Runjit Sing, by whom large endowments were granted for its support.
Both institutions are above a century old and have been allowed a liberal jaghir
by the British Govemment. The latter has a grant of Rs. 6,500 in perpetuity*
and boasts of nearly 100 retainers. Here the .first of the month Bysakee, the
commencement of the new year, is always kept with festival rejoicings,
celebrate which sometimes 10,000 people £tre in attendance.
* We now have an*instance oiE what wfts a “ " remnant, from our point of view, of an
endowment.
8B
 ( 198 )
The mosque and tomb of Imam Shah occupies the southern suburbs of the
city of Sialkot, and is supported by contributions from nearly every village in
the district, possesses branch establishments in several places; and being one of
the oldest and strongest positions of the Muhammadan religion, is held in great
reverence throughout the Punjab. All the feast and fest days are rigorously kept,
and duiing Mohurrum it is resorted to by large assemblage of the people.

V . — JU D IC IiJi.
IPage 85, paragraph 328.—But before any real evidence could be accepted
to support the statement for or against claims, whether brought by occupants of
individual holdings or by a number of co-partners, I very soon found that it was
necessary to discover the past history and custom of villages. In the same way it
was impossible to arrive at correct conclusions as to tenures: constant mistakes
were made, which were found out too late, involving expense and delay. Several
records, even when made up, were found to be faulty for this reason.
Page 89, paragraph 340.— Seeing bow property is held almost univer­
sally by tribes, how much more readuy understo^ is a share as the expression
of a man’s liability, and what reverence is paid by the descendants of a common
ancestor to old usages as affecting each others rights, I am not surprised that
there should be this adherence to the ** pattidari ” type of tenure.
Page 89, paragraph 341.— In a first settlement there can be no doubt to
recognise generally that this tenure is tantamount to causing a great deal of addi­
tional trouble: it involves a comparison of poss^ion with share, and this entails
equalisation. Those who have more than their share (and they are generally the
influential co-partners) resist. The settlement employ^ encourage them, for,
if the internal assessment can onljr be thrown on the land in possession, the
work is quicker done, and all parties in attendance aie more quickly released.
General assent, it is feared, is too often given to stereot^in^ a very evil form
of creed in this way, and the mischief is not discovered 1m too late.
Page 109, paragraph 410.—On the whole, I am satisfied the records in the
main are to be relied on. This is the general impression, and notwithstanding
the trial they have had in a period of seven years, scarcely any complaint has
been raised.
Paragraph 411.—One good proof may be adduced of this in the fact that,
when all the records were destroyed by the mutineers burning down the
cutcherry in 1857, and I was called upon, on my return from England, to replace
them, though the putwaris had copies only of some of tlie principal papers, we
were able to give in a new set and prepare many papers, such as the pedigree
tables, agreeing with the former entries, without much trouble, in the space of
one year.
F rm C h a elb s R aikes, E sq., to D . F . M oL bob, E sq.,— N o. 8 9 C. o f 185 6 .

Pa^e 18, paragraph 38.—The following is an abstract of the schools in

all three tahsils, Gurdaspur, Battala, and Pathankote:—
Number of Naiiiber of
schools. studentit.
In towns . . . . . 76 Persian 1,285
„ villages. . . . 207 Arabic 417
Nagri 89
T otal . 283 Gurmukhi 211
Lunde 945
Pay, Rs. 791 in money.
3,361 maimds in grain. T otal . 2,947
274 ghumaos of land.
283 tahsils.
Four per cent, of the boys enumerated in the census are thus being taught.
The excess of Persian and Lunde over other students indicates that the demand is
for a practical education. The wits of the present generation certainly want
sharpening. Until men can readj write, and cypher, they have few ideas, desire
no more, and cannot communicate those which they have. Hence gross preju-
 ( 199 )
dices, blind dependence, easy credulity, and total absence of the means of power
of forming a public opinion. It is oily when their daily wants arc abridged
that the bulk of the people of this country have any opinion at all. Those
vho are instructed are not better men, but much more useful members of
society. Only half the students are educated in the village, tlie town schools,
though fewer, being more numerously attended.

Statement qf Settlement Beport of the Lahore District for 1860.

iParagraph 58.—There are 576 schools in the district, including those situ­
ated in the city of Lahore; 4,225 scholars are said to attend them. Of this
niuuber—
Schools A. No. I.—41’8 percent, learn the Koran.
87‘0 „ „ „ Persian and Urdu.
80 „ „ „ Nagri.
6*7 „ „ ,, Guimukhi.
7*0 „ „ „ Hindi or debased Nagri.
The teachers are paid in cash, in grain, in assignments of land, and by daily
rations. Grain and daily rations are the most common modes of payment in
the villages.
Paragraph 51.—The rights of hereditary cultivators hn>ve been entirely
created Under our rule. Under the Sikhs, the pro-
Eights of hereditary cultivators
nfwiy created. prietor had always the right of ousting a tenant
whenever he chose; but this was never done unless the cultivator made himself
obnoxious, and the proprietor would have had to provide for the efficient cultiva­
tion of the land, or the removal of the cultivator would have been opposed
by the kardar.
Paragraph 8#.—The number of lumbardars in the whole ^strict is 2,634,
214 of jumma, and 2^ for
each mahal. The reason for this large number is the
difficulty of dismissing men who have formerly borne office wii*hout some proof
of misconduct. No class of cases has been more perseveringl^ litigated, and I
have generally found it more expedient to maintain the existing number of
lumbardars, than to create a feud in the village by dismissing some and
retaining others.
Paragraph 85,—^There are 40,535 acres of rent-free land in the district,
Muie land. exclusive of entire villages or shares in villages held
in jaghir. The revenue of these detached plots
amounts to Rs. 32,642, and on this sum the ordinary village cesses are levied.
Four thousand nine hundred and thirty mudfi cases have been investigated and
reported in the Settleraent Department.
Paragraph 86.—The Road Pimd Cess is
charged on all lands, khulsaand mudfi.
Para. 8^.—The schools fund cess of one per cent, has been entered in the
Educational Cess Durkliwast Malguzarf, iu every instance, with the
consent of the people. In pargona Chunian it
was announced along with the jumma; in o tW pai^anas it was entered as a
supplement.
Commissioner and Superintendent, Lahore Diffiaiony 1860.
Paragraph 20.—It is sufficient for me to remark that the causes which have
led to over-assessment in the Punjab, namely, the former capacity of tlic pooplc
to bear taxation, owing to abundance of employment; the exaggerated ideas of
fiscal resources obtain^ from the native fiscal records (which always over-esti­
mate resources); the sudden plethora of grain caused by the turning of all liands
to agriculture; the dearth of cash; the cessation of employment; the sudden
transition from payment in kind to payment in cash,—all these causes operated
powerfully in the Lahore district; some of them, indeed, opemtcd peculiarly.
From the description I have given in paragi*aph 4 of certain villages in the
Manjha, you can imagine what must have been the state of Sobraon, or Yultoa,
 ( 200 )

or Burkee, when the flower of their youth were at annexation discharged from
military service, 1and sent hack to their villlagcs to drive the j^lough. In the
eastern or Kussnr portion of the district, too, the people had misbehaved during
the rebellion which preceded annexation, axnd this caused tlu'm to be regarded
less leniently than many others’’^. Extensive reductions liad afterwards to be
granted in that neighbourhood.

Settlement Beport o f Werozpur of 1859.

JPage 189.—Whenever I could do so with the consent of the people, I
always gave a contract for the “ Mulba,” or village
he VI age expenses. expenses, to the headmen. This would generally
be at the rate of from 2 to 3 per cent, on the jumma, and th<3 object was to pre­
vent any disputes regarding the amount off it, or the manner in which it had
been spent; but I by no means found that the people always approved of this
arrangement. Many objected to it becaiuse it did not properly provide for the
feeding of fakirs, in which they all wislhed to have a voice, and without it
they conceived that the village looulrl never prosper^.
Page 240.—The total value of the miuafi plots in present possession of the
different muafldars is B/S. 16,829. Most of these cases were investigated soon
after annexation by the district officer;; but having no authority to resume
anyof-the mudfis, he was only able to attiach the proceeds of all those which he
considered ought to be resumed, and the amount of the proceeds has been kept
in the treasury deposits until the present time, very much to the annoyance of
the accountant. The principle adopted by this officer was to recommend the
resumption o f all mtidjis granted hy the zamiindars. The GoveTnment, however,
in the rules subsequently promulgated foff the guidance of officers employed in
the investigation of muafi cases, took ai more liberal view of the subject, and
allowed all grants o f an old date, hoioever acquired, to he confirmed fo r the life-
time at least o f the present occvpants%, amd reasonably so, for the grants made hy
the zamindars are generally those o f all (Others which most deserve to be upheld,
being often for some charitable purpose, ob* else foi* the support of some religious
devotee regarding whom, whatever we may think, yet the villagers are accus­
tomed to trust much to his prayers, and would deeply feel any injury being
done to him, such as the resumption o f the land which they had given him.
Fage M l.— Notwithstanding the investigation which had been previously
Th n rales made, I wats obliged to summon the parties a
e new ra es. sccond time in oi'der to complete the proceedings
in all details required by the new rules, and the grants were now invariably
attributed to some ancient prince§. The existence of such a thing as a grant by
the zamindars was altogetlier denied, notwithstanding the distinct assertions
to the contrary in the former proceedings, and it was not without great diffi­
culty that I succeeded in porsuadii:^ tllie people that the principle formerly
acted on had been renounced, and ii|ducing them to give more truthful re­
plies. -
It is impossible within reasonable limits to desc^abe all the
Different descriptions of rent-free differcnl kiiiids of grants that have been upheld,
giants. Those conferred in perpetuity are generally for the
support of Hindu or Muhammadan placces oi worship, for the maintenance of
tombs, for keeping up of “ Dhurmsalas;,” or resting-places for travellers, for
schools, for perpetual alms-giving, and such like purposes.

* This treatment differed considerably from that of Ilanjit Sing, who forgave the disloyalty of Kasur over
and over again.
t Practically they were right, as the presence of the; holy men kept up the religious feeling in the community
with its attendant advantages.
And what was to become tl^e endowment after the deaths of “ prosent occapants ”? I cannot conceive that
a deferred appropriation of, say, educational or religiious grant, is an act of liberality.
§ It was tlnis ive taught the -yfTlagers to mvent exciuses in order to protect the rent-free grants. See mj’
iiccount of the results of our first settlement enquiries a* regards these grants in the “ Precis and conclusions.”
'riu; Ferozpur oifict-r, however, confirmed in perpetuiity lohat there was left of religious and educational
endowments.
 ( 201 )

Settlement Report of the Gujramcalla District o f J860.

Tage 18.—Sincerely endeavouring to show consideration to the people,
the assessment of the Gujranwala and Ramnuggur sub-diyisions was made by
Mr. Morris, under my supervision, and the jummas of the villages were sanc­
tioned by me, Mr. Morris having proceeded on sick leave to the hills. I my­
self announced these jummas in the summer of 1853. This assessment made a
considerable abatement on the former revenue. But at that time prices of
agricultural produce were in a transition state; difficulties were gathering
round the agriculturists; and it was soon found that still fm’ther relief must
be given. The assessment of the Hafizabad and Shekhopoorah sub-divisions
was made by Mr. Morris independently of me. The summary settlement,
though believed to be moderate at the time, and fixed at a deduction of ten
per cent, on the average collections of five previous years, had proved severe,
under the altered circumstances of the agriculturists. The regular assessment
now made by Mr. Morris gave a further reduction of 17 per cent. Herein the
intention certainly w’as to make a really moderate settlement, and the rate at
which it fell, namely, one rupee two annas on the cultivated acre, with three-
fourths of the cultivation artificially irrigated, is light as compared with those
which prevail in highly-cUltivated districts. The best part of the irrigated
tract forms part of the well-known “ Churkurree Mehal ” (so called from the
“ churkm%” or Persian wheel, by which the wells are worked). But although
in these lands the soil is strong and the crops fine, still the water is deep below
the surface; the masonry and the wooden machinery is expensive; the labour
of men and bullocks is excessive day and night; the wear and tear of cattle is
great; and whenever their fodder is poor, as is too often the case, they sicken
or die, and then the irrigation is brought to a standstill. This of itself renders
such estates unable to bear a high assessment. Then there is the liability to
unequal competition ia some seasons with the produce of unirrigated lands
already mentioned. Then the husbandman is not well remunemted, after all
this expenditure of labour and capital, unless his produce fetches a tolerably
good price. Thus the general fall of prices throughout the Pmijab pecuKarly
affected a district like this. Then, as already explained, the people were
utterly careless and improvident—unaccustomed to the exercise of proprietary
rights, and strangers to those habits of management which the possession of such
rights would induce. Furthermore, unfavourable circumstances in the season
had rendered money assessments distasteful to the people. When I announced
the jummas in 1853, 1 could see that in their hearts the people were unwilling
to enter into any engagements at all for cash payments. All tliese considera­
tions rendered the Setttlement Officer anxious to fix a low assessment. Still,
although Mr. Morris believed, and with apparent reason, when he made his
final report, that the assessment was light, further experience proved that in
some estates scattered over the district, pressure still existed. Time after time
as the collections came to be made, here and thei'e estates would show signs of
distress. The masonry of a well would fall in, and the owner could not repair
it; the machinery would break and he could not mend it; the oxen would die
and he could not replace them; if a co-partner would die and his placo could
not be filled, a tenant would quit and a successor could not be found. Some­
times a man would dispose of his property in land in a manner which show(Hl
that he regarded it as worth less than nothing,—as a burden to be got rid of
rather than as a possession to be cherished. The recurrence of these cases aft(?r
a settlement which certainly appeared moderate was v^ery discouraging.
20. There are processes which the Settlement Officer is by law empowered
to use in the event of proprietors refusing to engage for the assessed revenue;
but sale is not among those processes. In point of fact, how'ovcr, these resig­
nations were not t6chnicaily refusals to engage. The people had ojice engaged
in the usual form, therefore the Settlement Officer uiiglit have lel't thc'ui to be
dealt witli by the Collector according to law. As to the policy, the result hrss
shown subsequently that when the assessment is^so reduced as to j t'iulor land
really valuable, the people even in this district do never wish to resign thXiir
rights; and that when they becotae tolerably well-to-do they are content, and
3c
 ( 202 )

cease to agitate for reduction. My owa pfei*sohai experience points to tliis

conclusion. Still the difficulties Witli which Mr. Morris had to contend were
great. No officer who had not seen these people from 18Si t9 Wbtild
believe how provoking and contumacious they Wiei^; §bme of them
would even assemble in numbers and alff ost bfehaViS likfe a mob; Sometiltt^S
a circle of villages would combine tQ passive IreMsiance to tii6 jprpgi^sS bt
the settlement. Sometimes proprifetbrs would desert their land, believing ,tlmt
no other occupant would be forthcoming, and that they wiguld iiltiinalfefy Be
re-admitted on reduced terms. Sometimes thejf Wbtild lliat they would
renounce their proprietorship rathet thua aiiy fixed assessment.
And in this, as in all their other prae^is^-, t o y allowed a strong tendency to
combine. Such behaviour afte^ a&EbMcfembht of an assessment which
reduced their burden by Me-Jifth, induced the supposition that the
more relief was tlbe more clamorous would they become for further
relief. Th© fact is, they had not then learnt to appreciate, as they now do, the
advantages of fixed money assessment, and were anxious to revett to the old
system of collection. And considering the real diffleulties whieh at thaitime
beset agriculturists, and the past histo^ afid bf the people, this is
not much to be wondered at» it tnat Mr. Morris had, as he, says,
to search for fresh pro»!piefei»a a search was not indeed regular, but it was
not without_e^eujS©« Aad there can be no doubt that firmness was at that
time needed In dealing with these people. TkiSil ^ 6 8 tftken up fey
Mr. Oust in 1858, and reported to the Mna&oki §,hd Ghifef Odiii-
missioner, who decided that they muil be eati'celle^. The property was to be
restored to the proprietorij rfestoring the property to the proprietors, the
transferees were to Sfteh ^fbMpensation as might be practicable. This has
been furanged ia the iaihe manner as in former cases. Most of these readjust­
ments were ©ilBfeted in Mr. Gust’s time and some in my own. No oases of this
kind now remain pending. The people do, I believe, appreciate the just and
liberal spirit which Goyermnent has shown in oausing these ifestorations. One
or two of the more remarkable cases I have heard cited as instances of British
justice; while at the same ttoe they have liad their lesson, and remember
that concsesgioxL ia not always made to contumacy, and that the fiscal interests
of the State sm liot to be trifled with. Viewing, therefore, the peculiar dM-
culties with which Mr. Morris had to contend, I trust that these ,|)articular
eases may not be allowed to detract from the general credit to which he is
entitled for the settlement.
10. The state of education cannot be said to be very flourishing in this
, distiiet.* i Stibjoih a statementj howerer* glvitig all
ucaion. the edueatioaai statistics, which I trust will prove
interesting. In all cases where, tinder the former Government, land was declared
rent-free for the support of schools, these grants have been upheld under the
present settlement, and the various plots of land pt'oposed for release.
Statement of schools, scholars, ^'c., in the Goojramoalah District with Pargana Shahdarah.
Namb o» Movzah. NdMBEB or SCHOOLB. Ntmsiia bv 80HUL&BS. BbiitrirBRATiDjt.

413 1,289 1,702 345 119 36 20 40 560 1,743 1,609 633 244 376 4,006 24'» 207 113

Census statement of the Qoojrantcalah District with Parganah Shahdarah.

POPUIATIOK.
Number of Aver«(fe number Average number Average number
Mehals. of people of people of people to
Hen. V?on)cn. Totai. to each mehal. to each house. csch square mile.

1,702 300,876 299,013 599,889 352 M 148

* Trite enou^li, but is it not worse now when there are only 266 indigenous schools instead of 560 which
were still ascertaimd to exist in 1860, after most indigenous schools had ceased in consequence of our resumptions
of rent-free land granted by zamindars of their own property ?

tioTernwent of India Ceutrul Priuting; Office.—N'o. 1041 H. D.—1-12-32.-250^

 PART II.

DETAILED REPORT
OP THE

Indigenous Schools in every district of the Panjab, with

the names of the most distinguished Native
Savans in each locality.
 D E L H I D IV IS IO N .
DELHI DISTRICT.

GENERAL ABSTRACT.

No. of No. of No. of i Tolal

Sanscrit No. of No. of No of Hindi No. of N(i. of
Maktabs No. o f
District. and pupils. and Nagri pupils.
Gunn Ilk hi
Schools. pupils. Maluiiiini pupils. Iji.hf'cnouH No, of
pupils.
Madrasas. Schools. Schools. Schools.
i

Delhi . 141 2,073 19 in ... 56 105-1 21G* 3,304*

1

* The Police Keturns only showed 116 schools and 1,778 pupils.

DELHI CITY.
Among the HaTcims, Hakim Malimud Khan, a physician of wide rcputa-
fipn in India, Hakim Shah Din, Hakim Abdulmajid Khan (son of Mahmud
Khan), Hakim Nuruddin, Hakim Mazaffar Husain, Sayyid Ashraf Ali, Hakim
Badmddin Khan, Hakim GhulamNajaf Khan, Hakim Muhammad Husain Khan,
Hakim Qeyamuddin, Hakim Latif Husain (oculist), Hakim Kuthuddin, Hakim
Akbar Ali, and Hakim Serajuddin and Binda Baid deserve notice.
Among the Maulvis^ Maulvi Nazir Husain (a Maulvi famous for his learn­
ing all over India and the present leader of the Muwaliidin or Wnliabis), Maulvi
Hafizulla Khan, Maulvi llah:m Bakhsh, Maulvi Maiisur Ali Khan, Maulvi
Muhammad Shah and Maulvi Manzur Ali, are distinguished.
JPandits Radhi Misser, Goshain Benarsi Dass, Kishen Dat, Kesho Das,
Balmukand, and Gobind Ram, are distinguished Sanscrit scholars.
Bhai Bhagat Singh, attaclied to the 15tii Sikh Infantry, is a distinguished
Bhai.
Abdulghani Arshad, the blind Hafrz Gholam Rasul Wiran, Nawab Ziauddin
Khan Nayyir, Nawab Saiduddin KhanTaiib, Maulvi Altaf Husain Hali, Maulvi
Ammujan, Maulvi Mohammad Said, Nawwab Bahauddin, Nawwab Shujauddin,
Mumtazuddin, Nawwab Mirza, Suraj Narayen, Bihari Lai, Pandit Ramchander,
Mirza Bakhtawar, Mirza Buland Akhtar, Mirza Beg Khan, Mirza Nasiruddin,
Mir Shahjahan, Naww4b Wahiduddin, Pir Kamruddin, Bismilla Beg, Yaqub
Beg, Sayyid Baqar Husain, Ramzan Ali, Badrul Islam, Patahul Islam, Ghulam
Mohunldi, Mirza Mahmud Shah, Umrdo Mirza and Saifulhaq Adib are Boets
of note.
Madrasas.—In Kuche Rahman quarter there is a Madrasa, in which
Maulvi Abdulla, a distinguished Arabic scholar, teaches Arabic Grammar, Logic,
Philosophy, Jurisprudence,Muhammadan Law, Hadis,Tafsir,Rhetoric and Astro­
nomy. There are 40 boys, chiefly strangers. The school was established by
Maulvi Abdurrabb, a preacher of great reputation, and the Head Maulvi receives
Rs. 25 per month.
Maktahs.—Among the numerous maktabs which are shown in the table
further on, the maktabs in (1) Chitla Darwaza (2) in Fatahpuri, and (3) in
Deputy Gunj deserve special notice. The Chitla Darwaza maktab is conducted by
Maulvi Abdulmajid with 10 assistant teachers under him, in which 235 pupils
are taught Arabic, Persian, Urdu, the Koran, Arithmetic, &c. The whole income
amounts to Rs. 150 per mensem, derived from subscriptions. This maktab is very
well conducted, and the manager is to open another branch. The Patahpuri
maktab is supported by the managers of the Fatahpuri mosque from the income of
the mosque. It has two departments—one a school in which Persian, Urdu and
Arithmetic are taught to 60 pupils by Mirza Abdulghani, Allah Bakhsh and
Mahmud Shah, receiving, respectively, Rs. 15, 9 and 7 per mensem; the other, a
Koran school, in which Hafiz Rahim Bakhsh teaches the Koran to 60 pupils and is
 ( 3 )
paid Rs» 5-12 1)7 Hafiz Azizuddin, the well-known pleader and one of the mana­
gers of the Fatahpuri mosque. Another Hafia, named Bahadur Ali, paid by Mah-
bub Buksh and Hafiz Azizuddin, teaches 7 pupils and gets Rs. 5 per mensem.

The Deputy Gunj maktab, under Mir Shahijahan, Muhammad Amir Khan,
Abdurrazzak and Kari Kabiruddin has 42 pupils who learn Persian, English and
the Koran, and pay its. 42 per mensem to the teachers.
The following more .detailed account of the principal indigenous schools
in the once “ Imperial city” may be interesting :—

(1.)— M atjlvi A bd -tjr-babb ’ s A rabic M adrasa .

This Madrasa was established ten years ago by Maulvi Abd-ur-rabb, a Mu­
hammadan preacher. The school is supported, by subscriptiom raised among
the Muhammadans of the city and the adjoining towns, who pay the subscrip­
tion monthly. The total expenses of this school amount to E-s. 70 per mensem.
The Head Maulvi, Maulvi Abdulla, a distinguished Arabic scholar, re­
ceives Rs. 25 per mensem. A Hafiz who teaches the Koran, and a Munshi
who keeps the accounts, receive Bs. 5 and 7 per mensem, respectively. Seven
scholarships, of the value each of Es. 2-8 monthly, are given chieflj. to out­
siders. The remaining sum of Rs. 15 goeS to defray the miscellaneous expenses,
such as house-rent and the salaries o f servants.
The boys of the city read the Koran, and those in the advanced classes are
all outsiders with the exception of one who is a native of Delhi. The limited
number of s':holarships and of the teaching staif prevents the increase of pupils
in this school, the number of jjupils being now about forty.

Maulvi Abdulla does not teach the elementary books in Grammar, and
those who enter his class must have finished their elementary course some­
where else.
The following books are taught in this school:—
Zogic.— Qazi Mubarak, Hamdulla, Mulla Hasan,
philosophy,— Shams Bazigha.
Mhetoric.— Mukhtasar.
(Exegesis) Jalalain, Baidawi.
Madis.—-Abu Daud and Mishkat.
Theology.— Aqayed Nasfi, Hashya Khiyali.
Literature.— Saba Muallaqa.
Law.—Hidaya.
Mundzara.— Rashidia (mode of argumentation^
Jurisprudence.— Tauzih and Talwih,
Tnheritance.—Sirajia.

(2 .)—M adrasa OF M aulvi N azber H osaik.

In this school, which is attached to the mosque of Nazeer Husain in the
Habash-Khan-ka-Phatak Street, Maulvi Nazeer Husain and his son Maulvi
Sharif Husain teach only Radis, Tafsir and Law to nearly 50 pupils.
These pupils have come here from every part of India, for the purpose of
obtaining a “ certificate*’ from the Maulvi. The majority o f the pupils live
on their own means, the rest are supported by the Panjabi merchants o f Delhi.

(3.)— M adrasa OF H usain B akhsh .

The building of this Madrasa, which is very spacious and beautiful, was
erected by Husain Bakhsh, a merchant, in 1847. Before the mutiny of 1857
this school was well attended, and a great number of scholars read here religion
and other branches of learning. After the mutiny the school remained closed for
eighteen years. Seven years ago Maulvi Mansur Ali, of RampuTj re-established
 ( 3 )
the school. About Rs. 40 a month are raised by subscription among the Muham­
madans and expended in paying the salaries of two Maulvis (Maulvi Ismail
receiving E»s. 12, and Maulvi Qadir Bakhsh getting Rs. 13 per mensem) a Hafiz
and a Munshi, The number of pupils in this Madrasa is now about 20;
Maulm Ismail teaches Mishkat, Bukhari, Baizawi, the translation of the Koran^
Kafya, Hamdulla, Mulla Husan and Qala-Aqula, and Maulvi Qadir Ali teaches
Jalalain, Nasfi, Khaydli, Sharah Waqaya, Qaduri, Maibuzi, Qutbi, Mir Qutbi
Mukhtasar Maani and Nur-ul-anwar. (Eor explanation see list of Arabic text­
books in the body of the report.)
Out of 20 pupils 3 receive scholarships.
The qualifications of the teachers are of a superior order. They are recog­
nized as good Arabic scholars.

(4 .) — M a d r a s a t u l - K tjr a n of Oh it l a D arw aza .

This school was opened in 1296 A. H. This school is supported by a

Bubscription of Rs. 150 permensem raised among the Muhammadans. The
teaching sta.ff consists of 14 teachers, with the following detail:—
(1) Maulvi Abul Hosnin, on Rs. 15 per mensem, fceaelies the Urdu translation
of the Koran and Hadis. —
(S’) Maulvi Subhan Bukhsh teaches Arabic Grammar on Rs. 10 per mensem.
(81 MaulYiMd. Husain I
(4) Maulvi Ashiq AH C^uivcirsity Co lege, and receive Ks. 10 and 8
' ' y per mensem, respectively.
(5) A teacher gefeting Rs. 8 a month, teaches Arithmetic up to Double Rule
of Three.
(6) Mahmud AH teaches religious treatises ia Urdu, and gets Rs. 6 per mensem.
(7) Hafiz Aziz Bakhsh
(8) Israrulla
(9) Mirza Abmad Shah
(10) Hafiz Najrauddin teach the Koran, on Rs. 8, 6, 5, 5, 5, 5, o and 5
(11) Hafiz Abdurrahim respectively.
(12) Hafiz Hishmat All
(13) Hafiz
(14) Hafiz
The number of pupils attending the school is 235, out of which 40 pupils,
who are all poor, are given scholarships ranging from four annas to one Rupee
per month. -
This school has a branch in the Ohahdni Chauk Bazar, and the expense of
that branch, amounting to Rs. 20 per mensem, is defrayed by Myan Ali Jan, silk,
merchant. Another branch is to be open^ in the Habash-Khda-ka-Phatak-
where a house for the school is already being erected at a cost of Rs. 4,000.
raised by subscription among the Muhammadan merchants. A sum is'being
raised by subscription for the maintenance of this branch. Maulvi Abdul
Majiid (a Muharamadan preacher) who is the real founder of this school, thinks
that on opening the branch at Habaslv-j^h^n-ka-Phatak, the number of pupils
will be nearly doubled.
The object of the founder of the school is to provide elementary religious
education for Muhammadan boys and to prepare them for the higher Govern,
ipent scho6ls, as also for the Oriental examinations of the Panjab University,
This school is very popular among the Muhammadans, and there is every
hope that the school wiU make great progress
The system of “ classification” has also been introduced; no tuition fees
are taken in this school.
The founder, who is also the manager, seems very zealous in improving
•the school.

(5 .)— P atah pu ri M osque S chool.

The Fatahpuri mosque, which iis situated on the northern end of the
Chandni Chauk Bazar, had a large property in shops, liou.scs, &c., attached to it.
 ( 4, )
After the mutiny this property was confiscated, but it was restored to the
mosque on the occasion of the Imperial Assemblage by Lord Ly tton. The pro­
perty of the mosque gives an income of more than Rs. 300 per mensem.
A part of this income, about Us. 150 per mensem, was set apart for the educa­
tion of the Muhammadans.
In 1296 A.H. (1879) a school was opened in the Fatahpuri Mosque with
two departments, one “ upper” and the other “ lower.” The upper depart­
ment is an advanced Arabic School, and the lower department consists of a
Persian Maktab and a Koran School.

The present teaching staff is as follows :—

(1) Maulvi Muliammad Shah . Head Maulvi, teaching Hadis^ Law and
Tafsir^ on Rs. 20 per mensem.
’I Maulvi Abdul Huq . . 2nd Maulvi, teaches Lo-’ ic and Philosophy,
- ' ;— oil Ks. 21) per mensem.
(3) Maulvi 'Babauddia'/r , SialMadvi, teaches Arabic Grammar, on
mensem.
(4) Mirza Nasiruddia . . 1st Persian teacheri oB 15.
(5) Alla Bakhsh . . 2nd Persian teacher, on Rs.. 7.
(6) Moulvi Muhammad Shah . 3rd Persian teacher, on Rs. 7.
(7) Hafiz Rahmun Bakhsh . ? t i «
(8) Hafiz Ali . . \ S>-

Ten scholarships of Bs. 43 per menseni are given to poor pupils and
outsidei-s.

Hafiz Abdul Karim, a dealer in skins, always gives a sum of Rs. 20 per
mensem, which is distributed in scholarships to students who come from a
distance.

The number of pupils in this school is about 186, with the following
detail:—
Advanced Arabic .* ............................................................ 5 0
Koraii 62
Persian, Urdu and Arithmetic . 1 ...........................................84

Total . 183

In the Arabic D<^artment all books from the Mizdn up to the most
advanced books in Logic, Philosophy, Jurisprudence, Theology, Mathematics,
Law, Hadis, Tafsir, &c., are taught.

The scheme of study of the Persian Department is given below

1st year.—Alphabet, Urduki-pahli kitab, Bah-nljat, Karima, numerals

and multiplication tables.
2nd 2('e«r.~Karima, Amadnama, Gulistan, Masdar Payytiz, Rah-nijat,
Malabud in Urdu, compound division, dictation.
3rd year.—Bostan, Gulistan, Masdar Payyuz, Malabud, decimal frac­
tions.
4th year.—Bostan, Anwari Suheli, Masdar Payyuz, Malabud, Rule of
Three, dictation and translation.

The school is under the superintendence of the Patahpuri Mosque Property

Managing Committee, which consists of Prince Mii’za Suleyman Jah, as Pre­
sident, and Hafiz Azizuddin, pleader; Khan Bahadur, Shaikh Mahbub Bakhsh,
Honorary Magistrate, Delhi; Hakim Muhammad Hosain Khan and Muhammad
Ikramulia Khan, Honorary Magistrates of Delhi.
 ( 6 )

(6.)—A nglo-A kabic School, Delhi.

This school, which was opened in Febmary 1872 for the purpose of pro­
moting the study of the English language among the Muhammadans of
Pellii, is maintained entirely from the proceeds of the endowment of Nawab
I ’timad-ud-daula. li’rom the date of the endowment up to the opening of tliis
school the interest (of Rs. 1,70,000) was expended on the old and new Delhi
Colleges— (see Appendix III).
All the subjects up to the standard of the middle school examination are
taught there with the addition of the Arabic language, which is an optional
subject. In the distribution of scholarships preference is always given to
those who study Arabic.
The scheme of study is the same as in the Government middle schools;
and there seems to be no reason why religious education should have been
excluded by the Education Department, under whose management the school is,
from a school which is maintained purely from a private fund. Had the Depart­
ment permitted tha introduction of the Koran and of religious treatises in
Urdu in the lower primary classes, the'school would have become most popular
among the Muhammadans of Delhi and would have attracted a thousand pupils
instead of the 300 which it now has. The appointment of a Shia and a Sunni
religious teacher in the lower school may partly fulM the real wishes of the
deceased ^ awab.
Out of Rs, 600, the monthly income from the endowment, 230 are
spent in paying the teachers of the middle school, Bs. 140 in paying the
teachers of the primary school, Rs. 150 as stipends given to poor ox & tin-
guished pupils, and ^8. 42 for house-rent.
It may not be out of place to state here that the mausoleum of Nawab
Grhaziuddin, which ia"\situated just outside the Ajmeri Gate, was added to
liis endowment by the Nawab for a school-house. That building has been
confiscated, by the Government and is occupied by the police. The restoration
of the buil(iing to the school would relieve the schopj funds of Rs. 42 a month,
wMch might be utilized in giving scholarships to those Muhfimmadan pupils of
this school who wish to prosecute their studies in the Up|^r School of Delhi
or in the Lahore Government College, and which, bemg poor, they cannot now
usually do.
The present teaching staff of this school is as follows
MiddU School,
Xhwaj^h Shahaddia, Head Master
Maulvi Altaf Hu&ain, Mali, Teacher of Oriental Ian
gua»e . . . . . . . . . 60 y Rs. amouth.
Mirza Ahmad Beg, 2nd Master . . . .
Maulvi Najmuddin, Teacher of Arithmetic .

Primary Bclml.
Master, Imtiyfiz Husain, Officiating Head Master . 20 not drawing full pay.
Maulvi Umar Ali, 1st Teacher of Persian . , .
„ Abdul Ali, 2nd Teacher of Oriental language .
„ Abdul Hakina, 3rd „ „ . .
„ Akbar Mirza, 4th „ ,
„ Baqir Husain, 5th „ „ . .
„ Muzaffar Mirza, 6th „ w • •
„ Muhammad Ismail, 7th„ » •
Master, Muhammad Salim and Mir Nawab Ali get their
pay out of monthly fees income which amout!';s to . 60 Rs. per mcnsenii

The school isopen to both Hindus and Muhammadans, but the scholarships
are only given to the Muhammadans. There is no Hindu tea.chcr employed in
the school, and tho majority of the teachers are Shias, as the donor belonged
to that persuasion.
1)
 ( 0 )

Sfatement showing the minor Indigenous Schools in the City o f Delhi,

'M ak t a b s and M a d r a sa s .

Qoavter of the Ci^. Names of #10 Qualiftoation of

Looalily. tcwHshers. we teachers. •I Subjects taught. Income.
ll O'
Per mensem.
Es.
Sillimsran Mnnshi Gardyal Muhammad Ibrahim. 10 Persian, Urdu, & 10
Sing’s h<mse. Arithimotio.
Pipal Mahadeo BaM Brij Bho- Najaf Ali . . . Ditto Persian &XIrdn. 5
kan’ a.
Das«n Babd Eidor Mohammad Abdulla. Ditto Ditto . 5-8
Nanth’ s.
Ditto . Mnndii Sokh* AmA&inU . . Ditto Persian 5
dyal’Si
Bazar Sita E«m Ham Shankar’s . Mattlvi Aladod Eliiii Good Persian, Arabic 8
and Arithmetic.
Ditto' . . Bent^'honse* . Bhoiron Pershad ' . Di^ Persian and Ur­ 4
du.
Ditto . Ditto Wazimddin Ditto Ditto . . 7
Kuncha Pandit Mosque Muhammad Tfa.lr'tmTi . Aven^ Aj^abio and Ee- 3-8
Ugion.
Cliriri Walan . Akbar Khan’s . Abduasamad Khan . Ditto Persian and Ara­ 8
bic.
M ai^ Malial . Mosque Fazil Beg Ditto The Koran Gratuitously.
Ditto . Ditto Safdar Husain . Ditto Persian 2
KalyanpurA . Babd Snnderlal’s Muhammad Ashraf Ali Ditto Arabic, Persian, 4
Urdu, Arith­
metic & the
Koran.
Haveli Bakhtawar- Mosque Karfm Baksh . Ditto The Koran , 25
Khan.
Oali Imim . • of Maul- Husain Ashraf . Ditto Ditto . 3
viMahbdbAli.
Ma8jidiEUiaj«iT . J^ted house KhawajaAmir . Good Persian and Ur­
du.
Baidwua Ditto ' . KanihTaMl . Average Ditto . 10
Gali Anir Ditto • Mina Alim Beg ilNtto Persian, Urdu, 10
& Arithmetic.
Ditto . . . Ditto UfAW iI4Q
ftTlM , Ditto Urdu and Per-
sian<
Ebtra Kil Ditto . TlnM . Ditto Ditto . Bs. 8 from
Bamji Das.
OaU Pipal Ditto SabirAU . . Ditto Urdu Bs.4fromSho
Singh Bai,
Gnmashta.
Haohhli Wal^n Mosque Hafiz All Khan . . Ditto The Koran GratuitonBly.
Kduoha Chelan Pirate house' MirBahmatAli Ditto Ditto Bs.8
Teiah4 BaixamS[luHi Dtttb . Ahmed Ali Ditto Ditto and Urdu Bs. 2 A food.
Ditto . Kabir XJddin Ditto The Koran.
Ditto . Mtto > AbdurBahman. Ditto Ditto Giatuitonaly.
SamglaSayjridSina Mir Sahib . . . Ditto Ditto About B071[-6
Ditto . , Kh^da Baksh . Ditto Ditto Ditto.
PriTate house AbdnllaShah . Ditto Ditto Ditto.
! Ditto . AMulM ■ . . Ditto Ditto Ditto.
Ditto . ThiMiaM . . .. Ditto IHtto Ditto.
KiBhmi Qiiil} . Ditta MussatQ^t' Hiomi^un* Ditto Ditto lOas.
oiaa.'
Per mensem.
Bs.
Shish TWn.ha.1 Amfr All . . Ditto Ditto . .
Ditto . Mir "Saim . Ditto Ditto . .
Ditto . Ditto Mahbub . . Ditto Ditto . . 2-8
SabziHandi Dftto AU Bakhsh Ditto IKtto . . 2
Dtto , Ditto Sheikh Abdulla . Ditto Ditto . . Gratuitously.
BaraHindaSao Ditto Sheikh Ali Bakhsh Ditto Ditto . . 2
IMtto Hafiz Abdulla . Ditto Ditto . . 7
Klltki Ditto Maulvi Naimullah The Koran 8 as.
EatrahNil.OaHNai Private house Maulvi Tlahr Persian and Ur­
Baati. du.
Katrah Nil . MaulviMazhorAli^ 'Hie Koran
Gali Sridaiiyira Maulvi Fat^ Muham Persian
mad.
Knnolia' Qabil-Att&r Muhammad TThi»» ti The Koran
Ali.
Zeii Divrari Bagh . Muhammad Abdul The Koran and 3
Penrian.
Hamilton Boad Ditto Khnda Bakhsh The Koran Gratuitously.
Badarraxt Qate Ditto Abdulla' . Ditto . . Ditto.
Dor Walan Ditto Bakhshi . Ditto . . Ditto.
Permeaisem.
' Bm.
Boad E[abli Gate . Ditto Muhammad Ali Khan Ditto 2
Ditto . Ditto Abdulla Khan . Ditto 5
Barahdari Nawab Ditto Muhammad Azadgul. Ditto Gnttnitoaaly.
Wazir.
Phatak Hnsain Priyate house ^ fiz Dahi Bttkhsh . I»tto Be. 1 per men-
Khan. sem and 8
annM at the
beginning
of evervseo-
tion <x the
Kor»n.
G.Vi M. Qadim Mosque Ditto Gratnitoudy.
Per mensem.
Bs.
Knncha Bnlaqi Be- AzimnHa’s house. M. Muhammad Ah* Arabio 4
sam. mad.
 ( 7 )
Siatement sh,wing the minor Indigenout Schools in the City of i^tfli»-~continued.
M a k t a b s a n d M a d e a s a s — eo%td^

Names of the Qualifioation of Subjects taught.

Qqartcr of the City. Locality. teachers. the teachers. Income.

Per mensem.
Bs.
Bazar Daribii . Mosqne Karim Bakhsh . The Eoran Ditto.
Gali Anar Bamji Daa’ house Alidul Ghani Ditto . 15
Moaqae Khajur Bughnftth Sahai’s Hafiz Najf All . The Eoran 6
house.
Haweli Jugal Kishor Murli Dhar’s M. Muhayuddin Ditto .
honso.
Chira Khanah . Private house Sham Lai . Persian
Ditto . Eashi Nath’s Mirza Muhammad Ditto Gratuitously.
house.
Per mensem.
Ks.
Mosque Khajur Bihari Lai’s Nasiruddin Ahmad . Ditto 2-8
house.
Eatrah Kfaushal Eai Ishari Parshad’s Qasim Ali Ehan, Ditto .
house.
Kuncha Eahman . Mosque Pipal M. Abdul Ghafur The Eoran 1
wali.
Ditto . Tafazzal Hu- Hafiz Muhammad Beg Ditto . 1
san’s house. Khan.
Maliwaiah House Alah Bakhsh . Ditto 10 as.
BUlimaran Mosque Ehuda Bakhsh . Ditto 8 as.
Eatrah Abba . Muhammad Muhammad Amir Ditto Rent-free ten­
Amir’s house. ure holdejr.
Billimaran Mosque Mir Qadir Ali . Ditto As. 8 per men­
sem, andalso
rent-free ten­
ure holder.
Per mensem
Ghattehwalan . Ditto Maulvi Ditto 12 as.
Eatrah Bajwaryan . Ditto Muhauunad Ui&aT Ditto As. 8 and rent-
free tenure
holder.
Per mensem
Es.
Gali Qaaim Jan Ditto Master HamiduUa . English 7
Ditto . Ditto Maulvi Alah Din Persian 8
Ditto Dy. Hadi Husain’s Muhammad A li. . Arabic and Per­ 5
house. sian.
Ditto . Ditto Master Loatyaz English
Husain.
Eatrah Alim Beg House . Ahmad Hnaain. The Koran 1-8
Qali Qaeim All Dy. Hadi Husain’s Ahmad Ali Urdu, Persian 5
house. and Eoran.
Billimaran Hasan Ehan’a Sayad Zaman . Arabic and Per­
house. sian.
Barahdari Sher Hakumat Bai’s Abdul Earim . Urdu, Persian 8
^ I^ E h a n house. and English.
House . Maul'vi Barkat . The Koran Rent-free ten­
ure holder.
Per mensem.
Ks.
FipalMahadeo Bomji Das’a ChhajjuLal Persian 1
house
Sarak Jadid . Mosque HabibuUah The Koran 1-8
llAktab Mir Jnmla. Ditto Hafiz Qadir Bal^sh . Ditto 8
Basar Lai Chah Ditto . Basharatnllah Ditto . Rent-free ten­
ure holder.
Per mensem.
Be.
GaK0 hal}Tik8awaran Ditto . . Abdul Mujid . Ditto . 1-8
Eatrah Baryaa Latif BaUish’s Munshi EuUti Singh Urdu and Per­ 2
hcniBd. sian.
NayaBaas^ , House . Mir Hassan Urdu . . 7
KmiohjBSftnjogi Siri Nawas’ house Ehuda Bakhsh . Ditto 4
Eatrah Adina Beg Najf Ehan’s Abul Bazaq Persian 4
Ehan. house.
GaliMirMaduri . Mosque Hafiz Abdul Ttahman The Eoran
Haoz Qazi Ditto . . Taqub A li. Arabic
Mosq^ Ealan Ditto Abdul Qato . The Eoran
Gali Tnia.ni Ghulam Jilani’s Hafizuddiu ; . Persian, Urdu 10
house. and the Koran.
Enndha Mir Ashiq . Mosque . . i Abdul Aziz Ditto
Ghnriwalan JanM Nath’s Jalaluddin Persian "3
house.
Chilili Qabar . Ttf~n>in.-mTng.^ AH’S Agha^Mirza The Eoran' 2-8
house.
Oali Hnfti (Tiraha Ihsanul Haq’s Hafiz GhulamHusa Persian and the 2
Bairam Ehan). house. Koran.
Ditto. Akhlaq Hnsain’s Wazir Mnlm.Tnnina Ditto 2
house. / Ehan.'
Ditto. . \ B a h a u d d i n ’ s M. Qasim Basa Beg Ditto 3
house.
Zer Jama Maejid Mosque Hafit Ali Ehan The Eoran
Enncha Chelan House . .. Hafiz 'lTn.i<^i>.r Ali Ditto 2
Ditto . . . Murtaza Ehan’s Abdurrashid an< Persian , and 5
'house. Amirul Shuja. Urdu.
Ditto . . . Sharf Din’s hous^ Mahammad'Ishaq Arabic Qratuitonsly.
Haweli ’Azam Ehan Mosque Nuruddin . Ditto ■ . Ditto.
Aqabi Ealan Mahal Ahmad Hasan’s Ahmad Hasan and Ditto Ditto.
house. Mukarram Hasan.
Per mensem
Eono^ Baber Ehan Mosque Inayet Husain Ditto
Es.
4 annas
Mandi Eohnah MnTiamwia/^ Has­ Hahi Bakhsh The Eoran 2
an’s house.
 ( 8 )
Statement showing the minor Indigenous SchooU in the City o f Delhi—concluded.

M ak ta bs an d M adbasas— concld.

•s
Kames of the Qnalsflcation of
QtUiTtei of the City. Locality. teachers. the tieacSiers. % Subjocts taught. InoG:xie.

Per mensem.
Bs.
Lai Katra Karim Bakhsh’a Ghtilam Basnl . Persian
'honB . 0
Teliwara’ . . • 8high Mahall Mir Alim Ali The Koran
Pull Bangash . MoBQue Mir Ahmad A li. Ditto
Shidipur^ Ditto . . Ahmad Ali Ditto
Ditto . Ditto Natthe Khan . Ditto 1-8
Qassabptiraii . Ditto Abdnr Eahman . Ditto
Ditto . Ditto Abdul Karim . Ditto
Sadarbazar Maktab Bala JaB Muhammad The Koran and
£haiiah. Persian.
Sarak Bahadar Gath Maktab Amir AH Khan . The Koran
Ditto . Mogque ' £ahmataUah Ditto
Bazar Kalan . Ditto Sahimaddia. . Arabic, Persian Bent-free ten­
and Urdu. ure holder.
Chandiwalan . ’ . HotiBe. Ummaid Ali Arabic Ditto.
Per mensem.
£s.
Haweli Bakhtawar Mosque Ismail Qadir Ali The Koran 15
Khan.

L ist of L and ®, Saeam and M a h a j a n i S chools at D e l h i.

Nahar Sadat Khan. Bishamber Lande Be. 1 per men­

sem and 8 as.
from each
pupil when
he has finish­
ed h is
course.
Gali Knljas Shiv DysJ 20 Arithmetio, Ma­ Gratuitously.
hajani and Sa-
rafi.
Kucha Lattu ShnJli . Maida Missar Lande and Satafi Ditto.
Per mensem.
Bb.
Dhartnpurah Girdharil«l Ditto 6
Kinarf Bazar . Bisben Dasa Ditto Gratuitously.
Per mensem.
Bs.
Baidwarah Kanhiya Lai Lande Nagri 10
Ditto , . Ganga Sahai Nagri, 10
Ditto Badri Missar Sarafi 3
KatrahMahesh Dass Baldeo Ditto Gratuitously.
Per mensem.
Bs.
Kuoha Khan Chond Devf Sahai Ditto . 5
Chhatta G o s ^ Mak. Lalji Parshad 20 Mahajsmi . Bs. 2 per men­
khan Lai. semand floTur,
Per mensem.
Bs.
Bazar Hauz Qazf Hama T.b.1 . Ditto 1
Katrah Badd6 Fateh Chand Lande Nagrf 10
Pipal Mahadeo Philya Jjal, Brahmin Lande Mf&ajan 4 and kind.
Sarafi.
Churi Wall-n . DyaBam Misser Ditto 4
Kocha Pati Ram Mnl Chand Misser Ditto 5
FarrAsh Khana i'atah Chand Misser Ditto 10
Deputy Gunj Pirag Dat Ditto and Nagri 15
Sadar Bazar . Naththu Misser Ditto 3
Khari Baoli Mul Chand Ditto 10
Naya Bans Jawala Misser Ditto 5
Koncha Sanjogi Bam Bansi Miseer Ditto 3
Gandi Gali Parshadi Misser Ditto 4
Katra Mashru. Jawala Pundit Ditto 5
Koncha Seth . Kanihva Lai Ditto 2
Dharai^uri . Baini Misser Ditto 6
Chhipi Wara . Jagannauth Ditto 0-8as.
Naiwara Ganpra PershM Ditto 2
Baidwara Ken Misser Ditto 4
Mali wara Harpershad Ditto . '4
Katra Nil Ma(fita Mohan ^ Ditto •5
Koncha Ghasi Earn Chunni Lai ' ' Ditto 3
Mararid Sarti Misser Ditto 2
Dharainpwra Janki Misser Ditto 6

P a t sh a l a s .
Katra Maslirw . Shop . Naththu Misaer Good 5 Sanscrit and Gretuitously.
Nagri.
Matya Mahal . Pandit Shankar Shankar Dat Do. - 2 Sanscrit • Ditto.
Datt’u house.
Kucha Lalbian Private house . Badhi Misser Do. 2 Ditto Ditto. ■'
Kui^ha rarmanand . Temple of Sanwal Balmukand Do. ■ 2 Ditto Ditto.
Das.
 ( 9 )
The largest patsbaJa in Delhi is in the “ koncha ” of Mahi Dass, attached
to the house of Lala Bhagwan Dass, Sahukar. Pandit Gobind Ram, one of
the most distinguished Sanscrit scholars in Delhi, instructs 30 pupils in
Sanscrit Literature and is paid Rs.lO per mensem with food and clothes by Lala
Bhagwan Das, Sahiikar.
The largest 31aliajam school is in the Billimardn quarter, conducted by
Imam Ali who teaches Mahajani to 80 pupils, who pay him Es. 25 per
mensem.
Thana Mohna.—Maulvi Haidar Ali is a distinguished Arabic scholar,
llatim Ali is tlie eminent Maulvi of this place ; he is the teacher of the maktab
at Mohna which is attached to Mir Barkat Ali Resaldar’s house; 10 pupils
attend and the subjects taught are the Koran and Persian. Hatim Ali gets
Rs. 4 per mensem and his food and clothes.
Chmidpur has a large pdtshala, where Pandit Khyali Ram instructs 25
pupils in Nagri, Arithmetic, History and Geography and Religion. The
Pyndit gets Rs. 6 per mensem and his food.
Thana Naisgloi.— Tingri has a Mahajani school with 4 pupils; Nolkd
1 \>rith 6; Shakurpur 1 with 8 ; Nagarwala 1 with 10, and Kanjawah 1 with 12
])upiis; in these five schools Mahajani and Hindi are taught.
Khor has a maktab with 8 pupils.
Tkana Balab GARH.— Ganga Balab Baid is mentioned as an eminent
physician*
Shamdpur has a maktab in the house of Rani Umrao Kour; a Brahmin,.
P^adhakisben, teaclies 5 boys 13rdu and gets Rs. 5 per mensem from. Rani Umrao
Kour. Balahgarh, Sooni and Karnera have a pdtshala each with 8, 14<, and 2
pupils attending respectively. At Sooni, there is the largest pdtshala,
Kedar Nath is the teacher and gets Rs.8 per mensem.
ThAna Alipur.—In the village Holumhi is the principal maktab, in charge
of Sarfaraz Ali. It is attached to a private house*, Persian, Urdu and Arith­
metic are taught and 8 pupils attend; the teacher gets Rs. 4 per mensem and
food from the Head Lambardar. Ncraila has a small maktab, with only 4
pupils, in which Persian, Urdu and Arithmetic are taught.
Kh^era has a pdtshala, where Murli Ram teaches 6 pupils Sanscrit; he gets
com at harvest time. Therie are tKe following Mahajani schools in this
Thana :—1 at Naraila with 11 pupils \\ Solumhi with 9; 1 at Jaute with
13 ; 1 at BakUaioarpur 15 ; and 1 at Ealalpur with 15 pupils. Mahajani
and Sarafi are taught.
ThIna Pamdabad. — a maktab in the house of KanwarTej
Singh j Ghulam Muhamad, of average qiialifications, is the teacher and gets
Rs. 3 per mensem and food; Police returns mentioned 4 and private returns 5
pupils. Persian and Urdu are taught, BeroU has a large pdtshala with 30
pupils, Ganga Sahai teaches Nagri and Arithmetic and gets Rs. 7 per mensem
(private returns state Rs. 5). At JDosya is another pdtshala with 20 pupils,
(private returns mention Gopal as the teacher, who gets Rs.6 per mensem and
teaches Nagri and! Arithmetic) ; also that these schools axe in the village halls
(Ghopal). ‘
T hana Mehrom.-^At Mehroli itself is a maktab attached to a mosque,
where Hafiz Nur Muhammad teaches the Koran to 15 boys. He gets only his
food (the private rfetum mentions Rs. 3 per mensem). In this place is also a
Mahajani school where Kurya Ram, a Brahmin, teaches Hindi and Mahajani
to 10 boys (private return states 15 boys). He gets Rs. 2-8 per mensem,
(private return gives Rs. 4-8 cash and 8 annas in kind).
Majholx.—There is 1 pdtshala where Lakhi Ram teaches Sanscrit and
Mahajani gratuitously to 3 boys; also a Mahajam school with '7 pupils.
 ( 10 )
Kahulpur {Khurd).—The maktab here is under Syed Ahsani Easul, who
is a well qualified man, teaches the Koran and Urdu, has 7 pupils, and gets
Es. 12 cash. /
Kabulpur {Kalan) has a small maktab with 2 pupils only, in which Urdu
is taught. It is stated in the return that owing to the poverty of the in­
habitants they cannot suppbrt any teachers, and that if some schools for
Persian and Nagri were provided for them, it would be a real boon to the
people.
SooNiPAT.—Maulvi Imar Ali is well known here. The teacher of the best
maktab is Inayet Khan, a man of average qualifications; he has 12 pupils,
teaches Persian and the Koran and gets Rs. 3 per mensem. Soonipat has three
other maktabs, 1 with 9j 1 with 13 and 1 with 8 pupils; in all three the Koran
and Persian are taught. In the temple of the Saraogis at Soonipat is a pdtshala
in chaise of Sab4 Ghandj who is a good scholar; the instruction is purely re­
ligious ; he has 10 pupils and gets B>s. 4 per mensem. Mohana has a Mahajani
school with 12 pupils; Elheman, their teacher, gets Rs. 4 per mensem^ Khv^A
and Batangarh have each^a MaJiajaiii school with 10 2 pupils attending,
respectively. Only Mahajani is taught.
Batoli has a Mahajani school with 8 pupils. Biga has the largest school
of that description in this circle; Daleep, teacher, instructs 15 pupils in
Mahajani. There is also a smaller one at Supera with 6 pupils. Gadhi
Lala has a maktab attached to a private house w h ^ Feraiaii is taught; Eazi-
uddin is the teacher, he has 8 pupils, is a well qualified man and gets Rs. 4
per mensem and food. At Gaiir is a Koran school attached to the mosque, where
Hafiz HabibuUah has 12 pupils. He only gets his food.
ThI na Najapgiteh.—Pandit Ramji Lai, of the village Dhma^ is an eminent
pandit, who gives instruction to 2 boys gratis in Sanscrit. There is a patshala
at Dhasa, where Deodat teaches gratuitously Hindi and Nagri to 3 pupils
and Mahajani an^ Arithmetic to 3 pupils. Revalya has a Mahajani school
with 6 pupils. Eiatal and Qhuman Hera have each a pdtshala with 4 pupils
attending at each.
H aveli Palam is added to the preceding thdna returns in a “ private
return.” -
In the Tillage at Haeeli Palam itseH is a pd<tshala, attached to the Village
Hall, in whi^h Uttum Chand, who knows Kaumudi very weU, and has also a
Normal school certificate, instructs 5 pupils in religious books and in the Kau­
mudi in Sinscrit, and has an income of about Rs. 2 per mensem.
TherA is a Mahajani school in the village of Shahjahanpur Kotlas under
_ .3 ^ ^ , with 15 pupils, who learn Mahajani and religious books and pay
Rs. 7 per mensem to the teacher.
 ( 11 )

D E L H I D IV IS IO N .
GTJEGAON DISTRICT.
GENERAL ABSTRACT.

No. of No. of No. of Total Total

Jio.oi No. of No. of Hindi No. of No. of
MaUabs Sanscrit and No. o f Gturviinkhi No. of
District. and pupils. Nafrri pupils. pupils. Mahajani pupils. Indigenous
Schools. Schools. pupils.
MadrasnB. Schools. Schools.

Gurgaon 24 236 6 65 25 358 55 659

Thana H asanpur. —^The police returns mention no Maulvis, Pandits or

Bhais of tliis thana.
In Sultanpur village there is a good Maulvi, Nabi Bakbsh, teaching
Arabic and Persian to 12 pupils in Sayyad Nazir Ali’s house, who receives his food
and B/S. 2-8 per mensem. All the other important villages (?) of this thana
have Government schools.
Thana N uh;— In Shikarpui’ in the chaupal or village hall, Ahmad Khan,
of Ferozepore, teaches the two sons of Mattu Zaildar the Urdu Grammar and
Primer, and receives food and Rs. 2-8 per mensem.
In Tarw there is a good Sanscrit school conducted by XJmrao Singh, who
teaches the Amarkpsh and Shikar Bodh gratuitously to 2 pupils.
ThI na HATrfci^.—In as also Jaffna and Mandrakat there are
schools teaching Sanscrit, Nagri, &c., of which the first is attached to a temple
and the two latt^ are held in private houses; the names of the teachers being
Munshi Nathu aiid Jumna Das, respectively. They are attended by 16, 6 and
10 pupils each. The income amounts to Es. 30 per annum for each teacher,
who also gets his food given him.
SoHNA.—^Among the Mirza Muhammed Beg and Dr. Sayyad
Gholam Husain (who has retired and is practising as a private physician, using
native drugs, as Europcaii dru^ are not easily obtainable out of larger towns)
deserve being noticed. The retired doctor is also an author. Among Baids
Dhuni Bam holds a good position.
Pandit Shadi a distinguished poet, is also facdlepHnceps
collogues.
There are two good schools at Solina; one situated in the Kiaziwara quarter
and the other in Kaitwara, both in private houses,
Haji Abdullah teaches (in Kazi Wahid-ud-din’s house) Persian imjil the
Koran, as also Arithmetic up to division to 12 boys (private returns hate 14),
and gets B-s. 3 per mensem private returns only mention food and cloth'^s from
the Kazi). The other school (not mentioned by the police) is conducted by Pur
Mai, who can teach Engiibh up to the Entrance Standard and who teaches that lan­
guage, as also Persian and Arithmetic, to 4 pupils and gets Rs. 10 per mensem and
food. He t^ches the sons of Munshi Hardyal Sing. There is also a good Sanscrit
school under pandit Shadi Bam, a very good scholar, who teaches gratuitously
the Puranas, Yedas (the Yajur Veda), Panini’s Grammar, Prosody (Kavya Kosh
Alankar and Chhand), as also Astrology, to 10 pupils gratuitously. The pupils
att-ending his school ccmo from distant villages, and therefore, as the Pandit
explains, “ no fees could be taken from them.” The police returns state—
“ The wealthy students live on their own resources and the poor students are
fed by the teacher.’'
There are two Mahajani schools in Soliva propn*nnd Sarmithla, respectively,
conducted, the for '^cr by Gauga Jiwan with 10 pupils pa) ing Rs. 7 per mensem
 ( 12 )

(Bs. 2 by Biddha explained elesewhere), the latter by Kedar Das teaeliiiig 5

pupils who pay him Rs. 2-8 in cash and 2-8 in siddha.
PUNAHANA. —^Among Dula Baxn and Zahiria are prominent, whilst
amoing 'BandiU the names of Mohun Lall and Gudder are known.
Ai ip. t\x& village hall Baqar A li teaches the Koran and a little
Persian to 8 boys and gets Rs. 4 per mensem. This circle is entirely inhabited
by SQ more can scarcely be expected.
$'A£iLKHi7A6AB CiRCLS.—Maulvis Abdal Aziz and Abdul Hakim, good
scholars, teach Arabic and Pereian in the two Parakhna^r mosques to 27 pupils,
receiving Rs. 5 per mensem each.
There are three Mahajani schools under Ramsaran, Ram Das and Ghasi
respectively, teaching Nagri and Sarafi to 101 pupils and receiving Rs. 8 per
mensem.
There is also a Mahajani school at Sultanpur under Ram Sahai with 7
pupils.
There is finally an Arabic school at Sultanpur under Muhammad Jan, but it
appears that his pupils are included under the 27 first named.
The reporter says—“ The p^tshalas are really chatsalas, and they, as also the
Madrasas, are of a middle standard.”
P a l w a l .^—Two Hakims are mentioned as belonging to this place, Muham­
mad Ismail and Aminudin.
There ate five maktabs in Palwal, -which ate in private hoiises; the names
of the teachera, who have moderate qualifications, are Hafiz Bidha, Ghblam Ali,
Shujaet Ali and Hafiz Munna. ThǤe maktabs have an average attendance of
about 37 boys, and they are taught the Koran and dementary Persian books.
The teachers are paid in money and kind which amounts to about 6 annas per
mensem for every boy. Palwal has also a Mahajani school attended by ^

The village Chandant has 1 maktab with 9 pupils; Durgapore also 1 mak-
tab with only B pupils; whilst JBagpore has 1 Mahajani school with 7; Dighot
1 with 16 ; 1 with 6 ; Ghori 1 with 10; 1with^; MandkolX
with 5; and ^hal 1 Mahajani school with 5 pupils; in all of which Mahajani
and Hindi are taught.
HoBAL."-”HakimShib Lai and Pandits Bhawani and Gangal are mentioned
as distinguished in this place.
As for the schools, the police return imys that there is no school there worthy
^f notice, and that the baniahs get their children taught Sarafi and shop­
keeping either at their own shops or those of their relatives.
PmozPUR.—Pandit Polia Swami and Baids Amir Chand and Dil Sukh are
mentioned in this place, which seems to have no maktab or Madi’asa, but only a
Mahajani school attended by 5 boys; but in Sahurus there is one maktab with 8
pupils reading Arabic and Persian, and also a Mahajani school with 5 or 6 boys; in
Marura a Mahajani school with 6; at Xfmarah a maktab with 5; ikiNagina a
maktab with 12, and at JBiwan a Mahajani school with 7 pupils.
R i w a e i .— The foHowina: famous Hakims, Maulvis and Pandits reside in
Riwari:—KakimB Najmuddin, Wahiduddin, Abdul Rahim, Matlub Husain,
Basdeo, Ram Sahai, Bam Bichpal Dhusar, Abdul Wahab, Ahsan Ali, Muham­
mad Ali, EazlMahmud, Harnarain and Shiv Sahai; Ilanloisi Nur Ali, Gliolam
H u s a in , Abdul Wasi (also an author), Ilalii Baksh, Gholam Muhammad, Mu-
hammaduddin Khan, Mulla Fazl Ditts Mir Muhammad Husain and Nur Mu-
hammed; Pandits Natha Singh and Dev Dat, both grammarians ; Bishcn Mitter
and Ram Sahai, astrologers; Pandits Jaiturjee Swami, Siioloji, Ram Sewak
Gujrati, Bhan Singh and Pandit Maha Singh.
 ( 13 )

The police do not return any maktab from Riwari; the private Teturns
give four maktabs; one in the Lai Masjid, teacher Nur Muhammad,
eminent in theology, has 8 pupils, but no income. Gaie second maktab is in.
the mosque of the Besatis,‘ teacher Rahim Bakhsh, has read the Koran, has 20
boys, Rs.4 per mensem ; the third school is in the Mahalla Palladaran, the
teacher is Maulvi Muhammad I)in, i,s a fair theologian, has 10 pupils to whom
he teaches the Koran; the fourih is in the M^ktari quarter, teacher MuUa
Mahmud, teaches K^^mn to 20 boys and gets Rs. 3 per mensem.
There is a pdtshala in Riwari in the Bauli Bazar, conducted gratuitously
by an excellent Pandit, Deo Datt, and his brother Bishen; the Jotish, Viakarn,
BJiagwat, Puran, .are taught, and the police return mentions 35 jmpils,
whilst the private returns only name 22. There are two Mahajani schools at
this place, one according to police returns with 30, though private returns name
40 pupils. Hindi and Mahajani are taught. The teachers* fees amount to
Rs. 2-8 per mensem; private returns state “ one anna to write a patti, and flour
on the 12th of the HindjI month and tWo annas per boy on the Chauk Chandi
festival which occurs twice a year.” The other in the Bazar Bazazan where 20
l)oys are taught patti and slate writing by Kana. In Chintwara is also a scl^ool
of exactly the same kind whose teacher is TJmrao Singh and the number of
pupils 15.
G ubgan w a (G urgaon ). —Pandit Hira Lai is mentioned as a distinguished
Pandit. In the Gurganwa Cantonments is a maktab which is attached to r
private house; the teacher is Paiz ‘Ali, who instructs about 13 pupils in, Persian,
and gets Rs. 6 per mensfcm and his food. There are also two smaller tllal^tabs
with 5 and 7 pupils, respipctively, in which Persian and t^e Koran -arC'lauglit.
The villages Mauzd Jharsa^ Ba^shahpur and Mauzq Gu-rganwa have
each one Mahajani school *vith 7, 20 and 10 pupils, respeci^ely.
Shahjahanpur has only one Mahajani s'cnocA where a Brahmin, named
Ananda, teaches Mahajani to about 12 l)oys at a shop. He is paid at the rate
of 2 annas a boy.
 (1 4 )

DELHI D IV IS IO K
KABNAL DISTRICT.
GENERAL ABSTEACT.

Mo. of No. of No. of

Mo. of No. of No. of No. of No. of Totel No. of Total No.
District. HakttOMand Satuertt md Qamakhi. Mah^iani IndigenoaB of papils.
papils. Magri pnpila. Roluols. papils; schools. pupils.
Hadrssas. «riiool«. schools.

Earnal... 43 638 11 Ill 1 8 22 385 77 1,042

Panipat.-—Amcmg the Makims in Panipat, Haidar Husain, Muhammad

Husain/Manjd ijBLhan, and Barkat Ali, and among the Mulchand may
be mentioned.

The place is famous for the number of its Hafizes {i, e, those Twrho know the
Koran by heart). Among t h e M a u l v i Abdurrahman, Maulvi Rahim
Bakhsh and Maulvi Raghibulla deserve notice. The last Maulvi conducts
an Arabic Muhammadan school, located, in the house of Kazi Sanaulla and
teaches Arabic Gramma^, Logic, Philosophy, Hadis, Tafsir (exegesis of the
Koran) from Mizan-us-sarf to Shams Ba>zigha to 24 pupils. He receives
Rs. 20 per mensem^ raised by subscription among the Mulmmmadans of the
town. Besides this school there are 20 Koran schools in the town, attended by
260 pupils, out of which 6 are conducted by female teachers.

Among the* Pandit Bhagwan Dass, Jainti Lai, jawahar Lai and
Badri Dass seem to deserve notice. There are 2 Mahajani schools in the town
under Jog Dyan and AzimuUa, respectively. The num te of the pupils attend­
ing these schools is 25 and. 80 respectively; the income of each teacher amounts
to Rs. 6 per mensem.
I■
The villages of Kotani and Simla ot Gujars have each a Mahajani school,
conducted by Ganga Ram Padha and Gulab Padha, with 8 and 4 pupils, and
Rs. 2 and Rs. 4 as their monthly income respectively.

SamI lka.—-in this circle there is no indigenoiw or madraaa, but

there are in the villages of Manana dxA Jordai Khdlad.
The two patshdlas in Samdlka are conducted by Pandit Sita Ram and Pandit,
Raja Ram, who are good Sanscrit scholars and t ^ h Sanscrit, Astrology,
Grammar and Dharm Shaster gratuitoiMly. The other two p&tshalas in
Manana and Jorasi Khalsa are under Bar Lai Guzrati and Pandit Sewag
Ram respectively. The number of pupils attending the above pdtshalas is 52.

Hakim Ghulam Rasul, the teacher of the Government school, Samalka,

practises as a native physician,

B atana.—^Among the Hakims, Qalandar Bakhsh, a native of Tiraori, may

be noticed. ,

In the village Manha there are two Madrasas, one attached

to the mosque of Mirdad, conducted by Ahmad Husain (alias Masita), son of
Sheikh Qalandar j^khsh, and Amir Husain as a monitor. {i.e. Khalifa), teaching
the Koran and Gulistan, Bostan and Bahar Danish to 28 pupils and receiving
daily food, and 50 maund.s of corn at harvest time and one rupee cash on every
marriage in the village; the other is a maktab attached to the house of Mathra
MahajanV^where Gharib, son of Hardwari, who was educated in the Govern­
ment school of Kaohhti, teaches the first and second books of Urdd andl^ersian
up to Gulistah and Bostan to 8 pupils, each of whom gives him 4 annas a
nonth and food’ once a week.
 ( 15 )
There is also a Mahajani school in Eaxtba under Kanihya M i, son of
Buddliu Jogi, who teaches Lande and Nagri to 13 boys, each of whom gives him
4 annas a month and food once a week.
Alxjpttr.—In the village of Korma there is a maktab attached to the
house of the Ziladar (a Government employ^ in the Irrigation Department)
under Amanullah, a teacher of mediocre abilities, who teacto 8 pupils Persian
(Gulistan and Bahar Danish) and receives Rs. 7 per mensem.
Koroma has also 2 pdtshalm conducted by Het Bam and Parmanand,
who teach Sanscrit to 29 pupils gratuitously. Alupur^ another village in the
circle, has a Sanscrit pdtshala, where Pandit Hardwari teaches Sanscrit to XO
pupils gratis.
There are Mahajani schools in the villages of Bhalsi, JJrlana and Qami
under Salig Ram, Lodar Jogi and Shib Lai Rajpiit, with l 6 , 15,16 pupjls, and
Bs. 5, 4, 3-12 is the income of the teachers, respectively.
K unjpura.—There are 2 Madrasas attached to the houses of Nawab
Janbaz Kian and Nawab Ali Muhammad Khan, in which Abdulkarim and
Abdulla teach the Koran to 15 and 6 boys, respectively, and are paid each Rs. 2
per mensem and food once a week.
Sink,— In this circle there is no eminent Hakim or Maulvi, but Bhendha
and Ishq Lai, two barbers, practise as native physicians and surgeons.
In Sink proper there is a Koran school attached to the village mosque, in
which Hafiz Abdulla ** Banghar ” (the Muhammadan Rajputs are called so),
teaches the Koran to 8 pupUs gratuitously*, he knows Persian also. He ia
ready to comply with any reasonable conditions of grant-in-aid. ^
The villages of BaH and Agwand have 2 Mahajani schools under NandJ
and jyilpat Jogis, with 6 and 8 pupils who pay them 8 annas a month each.
I ndree.—Among the Hakims only Dindyal Brahman, a physician prac­
tising the Yunani system of medicine, is of some note. Pandits Tulsi Ram in
the village of Kalsura and Bhami Dat in Pathan Kheri, who liave been
educated in Benares, deserve notice.
In the villages of Janerm and Joro Majra and Qadhpur are, maktabs
under Abdulla, Abdulkarim and Abdurrahman, respectively, in which the
Koran and elementary books in Persian are taught. The number of the pupils
in the above schools is 4, 1 and 8, respectively. Abdulkarim is given food,
clothes and opium expenses, and Abdul^, who teaches gratis, can teach advanced
books in Persian and arithmetic to decimal fractions.
In the village of BadarpuVy Molar Brahmin teaches Sanscrit Grammar and
Astrology to 5 pupils gratuitously.
In the villages of Bhumaif Jorpuft Fazilpury Bhira^ Oadlii Birhal and
Khatyn BarpanpWi Mahajani is taught to 3, 2, 4,12, 10 and 25 pupils, res­
pectively, who pay their teachers an annual fee from 8 annas to 1 rupee,
a pice once a week on Sunday (caUed Itwari), daily food and, in some cases,
winter clothes also.
Karnal.—-Among the Hakims, RahmatuUa, and among the Pandits and
Maulvis, Maulvi Ghulam Muliamm^ and Pandit Kaslii Ram deserve
notice. Maulvi Ghulam Muliammad conducts a Madraaa with Maulvi
Salahuddin as his assistant. The Madrasa is situated in the Kalandar Gate
quarter and has 25 pupils, who learn Arabic and Persian. The Head Maulvi
and his assistant are paid Rs.16 and 6 per mensem out of the subscription raised
for the purpose among the Muhammadans of the town. There is also a purely
Persian maktab attached to the house of Nazir Kundan Jjal With l2 pupils,
and 6 Koran schools attached to the mosques with G7 pupils in them where
only the Koran is tauj?ht. .
 < 16 )

Karnal has 3 pdtshalas in which Sanscrit is taught gratuitously by Pandits

Earn Saran Das, Pali Bam and Durga Das, in their private houses to 15 pupils.
Pddhds Umddat and Bihari teach Mahajani to 50 and 15 pupils, res*
peetively.
K aithal.—^^Ih Kaithal, Sayet; ^arkat Ali, Who can teach Per§i^ii up to
Ahulfazl, teaches Persian and the Koraii^to 15 pupils in hi^house and gets Rs. S
per mensem.
Besides this there is a. Mahajahi sd^obl with 70 pupils, conducted hy
Imamud^a who gets Rs. 6 per mensem in 6ash and something ^ai^o in kind.
GroHLA.—In the vijlage of Goklay Sayyii Shah Muhammad, who knows
Arabic, Persian and Arithmetic, conducts a sch(^ in which 20 pupils, sons of
agricultiarists from the village and neighbouring Milages, are taught Persian,
Arithmetic, the Koran and religious books; is paid Bs. 4 per me^em with food
and clothes by Muhammad Bakhsh, Lumberdar of the village.
PuNBRi.—Among the Pandits in Pundri, Paiidit Daya Lai, and among the
Hakims, Hakim Amanulla may be noted.
In this circle there is on^y one Mahajani "^School ia Tundri under Shaikh
Bahim Bakhsh, who teaches Lande to 22 pupils and has a monthly income of
Be. l-6itt cash.
Dhatbat.—A maktab under Alla Banda, a good Pewian scholar, with
pupils, has no income from the school and lives on his pension of Bs. 10
mensein.
A Koran school, conducted by a woman, Musammat Zainab, teaching the
;£ora,n, M m ijat and other religjpus treatises m Urdu to lO^rls gratuitQusly.
A Hindi Mahajani scho©l b&twiucted by l ^ j i Brahmjn with 27 boys, gets
Bs. 10 per mensem.
Badladah,-^Bm a, Q\umu}shi midtt Kaiain an Udasi FaJdr
who has 8
ABmdkt has a s^^hool, Mussazifai Ma&ati teaching the £oraa gratui­
tously to 12 girls.
 ( 17

H IS S A B D iy iS I O N .
HISSAE DISTBICT.
GKNEEAL AMTBACT.'

No. oJ No. of -No. of Total

No. o f Sanscrit and No. of No. of Lacde and Total
District. Jlaktabs Gurmukhi No. of No. of No. of
Pupils. Naitri Pupils. Pupils. iUahajani Pupils. No. of
Schools, Indigenous
Madrasas. Schools. Schools. Schools. PapiU.

Hissar . 46 592 12 133 8 386 66 1,111

H i s s a r . —Among the Hakims of Hissar, Najaf Ali, Sadiq Ali and Sham
Lai may be noticed. The Maulvis who deserve notice are Maulvis Ruknuddin,
Khuda Bakhsh and Mubarakuddin. Among the Pandits, Hardeo, Ram Gopal,
Shadi Ram, Shib Ram and Har Narayen may be mentioned.
In Hissar proper there are three Madrasas, conducted by Rahmatullah
Azizuddin and Ghulam Rasul, respectively, who teach Persian and the Koran to
32 pupils. The first two have an income of Rs. 10 per mensem each, and the
last one teaches gratuitously, but accepts what his pupils give him as idi on
festival days.
There is a patshala in the village of Shyam Sukh, in which Nagriis taught
by Jot Ram to 10 pupils, who pay him Rs. 10 per nienssm.
In Hissar proper, Khairuddin,'son of Abdulla, conducts a Mahajani school
consisting of 30 pupils, and is paid Rs. 12 per mensem.
The ¥*^olice returns say that there are some Pandits in the town, who teach
their sons and also some pupils from the distant villages, but no details are
given concerning them.
FATAHABAD.^In the village oi Mampur, Maulvi Khuda Bakhsh, a good
AiSa.bic and'Persian scholar, conducts a school which is attached to a mosque and
contains 35 students who learn Arabic, Persian and the Koran. The teacher has
no fixed income. The pupils, on finishing the Kora^i, give some donation cor­
responding to their means. Besides this there are Koran schools in the vil­
lages of Bhirana, EKarwa, Bhirana, Hajrayun^B.n^ Bighar, with 20, 30, 25,25,
35 pupils in them respectively. The teachers in these schools teach gratis, and
accept what they are given on the finishing of the Koran in thq
amin (explained in the body of this Report), and as these donationf"i4^i^^t
enough to support them, they pursue other professions.
In Eatahabad proper, one Nabi Bakhsh teaches Lande and accounts to 20
boys, and is paid about Rs. 5 per mensem.
B h i w a n i .— Among the Baids. of Bhiwani, Mota. Ram, disciple of Atma
Ram Fakir (of the Dadu Panthi sect) and Sheo Narayen, Brahmin, seem to be
distinguished.
f^ndit Ohokhraj, son of Burgadat, in Astrology, Pandit Ramjan in Maha-
bharat and preaching, and Sham Sukh Brahmin in Sanscrit Literature, have
earned a reputation.
Though in every temple there are one or two pupils, ^ pdtshala attached
to the temple of Acharis is successfully conducted by a learned Pandit, named
Sripat Brahmin (a blind man), who teaches Ghandraka, Saraswat and Bhagwat
to 15 pupils, and lives upon the income of the temple.
There is a Mahajani school also under Kliairati, a Muhammad in of the
Patiala State, who is a hereditary P i’idhi, and who teaches Maluijani tp 10^
pupils, and has an income of Rs. ioo per annimj.
 ( 18 )

Hansi.—Among the Pandits in Hansi, I’andits Nath Mai, Sheo Narayen

Kunj Lai and Sukhdeo are eminent, and among the Sakims^ Ruldu Brah-
min, Sheikh Masita aud Muniruddin deserve notice.
There are two maktabs in Hansi; one in the house of a mahajan, is conducted
by Qadir Bakhsh, who teaches Persian and Urdu to 20 pupils on Rs. 5 a
month, and the other is‘ a Koran school attached to a mosque, -where Gami
Shah, a man of learning, teaches the Koran to 25 pupils and receives only food.
In Hansi there is also a patshala in the house of Fmadat Brahmin, the
teacher, who teaches Sanscrit Grammar, Sarsat, Astrology, Shigar Bodh-
Karam Kan, &c., to 8 pupils gratuitously.
Ram Narayen, son of Basto Ram, conducts a Mahajani school, attended
by 90 pupils, and receives Pls. 20 per mensem.
R a t t a has a pdtshala; the teacher, Harjan, who has moderate qualifi­
cations, has 19 pupils and teaches Shastri. In the village Muhamadki is a
maktab which is attached to a mosque, and where Sharfuddin, a blind man,
teaches the Koran and Arabic to about 17 pupils. This place has also a Hakim,
Mahmud; another Hakim of repute lives in the village Alika. There are a
good many “ pachhadas” in this circle, who are Muhammadans and learn the
Koran in the mosques of various other villages, amongst which the following
are mentioned: the maktabs of Baramdi, of Kanaspore and JBahmanwala^
with 20, 10 and 10 pupils respectively. Tbe Police returns mention that there
are some other villages also in addition to those named above, where from 2 to
4 boys learn the Koran in the mosques.
Kaihtj.—In the villages of Kairu and Leghan there is a pdtshala in each.
In Kairu, Damodar Dass, disciple of Radhaklshen Sadhu, who is a blind man,
teaches Srimat Bhagwat, Chandraka, Mahurat Ckinta Sarsut, Shigar Bodh and
Puran to 12 pupils gratuitously, in the Paras (village-hall) of the Brahmins.
The neighbouring village of Hittam^uri which is the birth-place of the Sadhu,
gives him one rupee on each marriage. The pdtshala attached to the village
temple of Leghan is under Pandit Gumani Ram, who teaches Sarsut and Arith­
metic to 4 pupils, and lives upon the income of the temple.
Narnond.— Pandit Raji Ram, son of Gogan Missar, a Sanscrit scholar, con­
ducts a pdtshala in his private house, and teaches Chandrika, Saraswat and Tark
Sangraha to 4 pupils gratis. Ampng the Baids, Gogan Pakir may be mentioned.
SiwNi.—Among the Hakims, Sirajuddin and Jamaluddin shoidd be named.
B a h a l . —There is a pdtshala in the village of Behai undeir Pandit Ram
Ruttan, a good Sanscrit scholar, who teaches Gita, Vishnu-Sahasra-Nam and
Astrology to 12 boys in his private house, and receives Rs. 6 per mensem.
Bahal has a Mahajani school also under Bhonta Pandit, who teaches 20
pipils, who pay him Rs. 5 per month.
B a l s a m a n d .—In the villages of Siswal and Kharya there are two pdt-
shalas, one in each, in which the N am alphabet and first book are taught. The
Kharya pdtshala is conducted by GJ^tan Brahmin of Sirsana, and that of Siswal
by Baldeo Sahai, a Brahmin, native of the Jeypur State. The number of the
pupils attending them is 7 and 12 respectively, and the income of the teachers
consists of daily sidha (food) which each pupil gives in turn, and Re. 1 when
a pupU finishes his course.
T t t h a n a . —Among the Maulvis in this circle, Maulvi :45t?wWa, a good Arabic
scholar, teaches gratuitously the Koran, Persian, Arabic and Medicine to 14
pupils in a Madrasa attached to a mosque in Tuhanah, and Maulvi Rahmat Ali,
a native of Musa Garh, deserve notice. Besides this Madrasa there are Koran
schools in the villages of Tuhana, Jamalpur, Sendanwalay Muad Garh, JDiwana^
AkJcamoali, Chander, Daulat^ Dhani Baman and Anda Chhoiy with 8, 9, 6, 16,
5, 12 21, 4, 12, and 3 pupils. In the Madrasas of Biwana, Musd Garh and
OMo?', Arabic is also taught.
In the village of Zehri there is aPandit, named Ram Narayen, who conducts
fi pdtshala, m which Hora Chakra and Shigar Bodh are taught to 10 boys.
 ( 19 )

EXTRA.
The District Returns give tlie following additional particalars : -

Eminent persons.
Hissar.— Pandits Rekhi Ram and Gobind Ram.
Hansi.—Sahim K’aubat Rai.
Bhiwani.— bandit Kali Das.
Eatahabat).—-Kakim Kazi Yusuf, and Maulvi Muharakuddm

Indigetmi^ Schools.

Number of Number of
Name of place. Subjects taught.
schools. pupils, -

5 73 The Koran, Arabic and

Persian.
Chandar (Major) . . . . . 2 42 Ditto.
Bhatu .................................................... 1 '•'4' Ditto,
Mawad (M ajor)........................................... 1 7 Ditto.
Buddbakhera . . 1 4 Ditto.
Balyalwala . . . . . . 1 10 Ditto.
Alawalwas.................................................... ] 17 Ditto.
N a g p u r ........................................... ........ 1 8 Ditto.
A l i k a ................................................... 6 Ditto.
S a r d a r iw a la ........................................... 1 5. Ditto.
N a n g a l .................................................... 1 7 Ditto.
Basti B b i o j a ........................................... 1 5 Ditto.
H a r o l i .................................................... 1 8 Ditto.
B h iw a n i.................................................... 2 81 Mahajani.
H i s s a r .................................................... " ‘ 45 Mahajani (under Chandu
Lai).
1 20 Sanscrit (under Rekhi Ram).
1
 ( 20 )

H I 8 S A B D IV IS IO N .
■ROHTAK DISTRICT.
GENERAL ABSTRAGT

No. of No. of Vo. of

No. of
No. o f Total
Maktabs No. of Sanscrit and No. of No. of Lan>)e and- ■ No. of
District. Gurmtikhi pupils. Mahajani , ptipila. Indif^enons No. ol
and pupils. Nacri pupils. Schoola. ScUocls.
Schools. Schuolm. pupils.
Sfadrasas.

Bohtak . 45 452 33 351 ...

— 21 381 99 1,184

M ahm .— -Amongst Hakims, Hakims Alauddin, Amiruddin, Pazalhak are

mentioned; the first-named is said to be a most famous Arabic and Persian
scholar, who knows also European medicine. Mozuffar Ahmad Mahvi is said
to be a poet.
Amongst Maulvis, the following are named : Hakim' Alauddin, Mahomed
Yakub and Mahomed Salamaddin. The maktab at Ma^m is attached to the
mosque of the masons and is conducted by Abdtd Qadir, who is said to know
the whole Koran liy heart, which he teaches to 12 pupils. The only thing he
gets is a present of sweetmeats from each pupil when they first begin the
Koran, There is also a Mahajani school in this place, where one named Nuthoo
teaches 12 boys. His income amounts to almost Rs. 15 per mensem from fees.
Two other Koran schools under Shaikh Abdulali and Hafiz Jan Mohammad
with 6 and 10 pupils are mentioned in a private return.
Xn Farmandhs a pdtshala, attached to a temple^ where 8 boys are taught
Shastri.
B eri .—Gusain IHittan Lai (0^}dm) and Pandits Ram Mchhpal and Gunga
Dut are named as distinguished in this place ; Ram Bichhpal teaches Sanscrit
gratuitously to 30 pupils in a patshala which is attached to a temple. JBeri
has also a smaller pdltshaia, where Sanscrit is the subject of tuition, and the
number of pupils is 10.
Sanpla.—No school is named in the Police return as being in this place
itself, but in the village Mandohti is a patshala attached to the Lumberdar’s
house, where Parem Dut, who is a good Sansctit scholar, teaches this language
to 35 pupils. He is not paid as a teacher, but as a Brahmin. In Dighal is a
Mahajani school, where a Brahmin, Sohun Lai, teaches Lande and Mahajani; he
can also teach Sanscrit. He has 32 pupils who pay him each 4 annas a month.
J HAJJAR.—There is one Hakim, Agha Ali Khan; two Baids, Pursani Lai
iBlllI Choranjee Lai; and two Pandits, Nagri Lai Biyas and Diakishen, the last
educated at Benares, who are mentioned as eminent in the place. The best
.milkfeab is under Shaikh Muhammad Hassan, who is a good Arabic and Persian
scholar, and teaches 7 pupils in those languages and Arithmetic. His income
is Rs. 5 per. mensem, and he gets besides 1 anna per boy on each festival. There
are 4 other maktabs in the same place, in v hich Persian and Arabic are taught,
2 having 12 pupils and 2 only 6 pupils each.
There are besides 4 Mahajani schools in which Nagri is also taught, contain­
ing 30, 50, 5, and 21 pupils respectively. The teachers’ names are: Har Narain,
Lala and Ram llichpal, all three Brahmins ; their monthly income amounts to
Rs. 5, 10 and 4 respectively. To Gopinatli’s temple is attached a patshala,
where Birmha Nand teaches Sanscrit gratuitously to 8 pupils. In the village^
of Khodun and Silani there is a Mahajani school in each, attended by 10 and 16
pupils respectively, and in Kutani is a maktab in which Shib Lai teaches Per­
sian and English to 5 boys and gets Rs. 5 per mensem and his food.
K alanaur .—In Kalanaur there is a native physician named Hidayet AH
Khan, who is a Government employe.
 ( 21 )
Among the Baids, Manak Dass Sadh (of the Dadupanthi sect) may be men­
tioned.
Ladihman and Chandan are Pandits of some reputation, and Kad Qiyam-
uddin is an author.
In Kalariaur proper, besides the Government school, tciere are three Koran
schools also, with 50 pupils; the largest of them is conducted by Hafia Husnu
and is attended by 20 pupils,
■The villages of Amoal, Kahnaur, Niffana nrad ZahlihmQ
Koran schools, and the number of pupils in them is 20,8, 22,10, 6 and 8 respect­
ively. ^ The village of Kherri has a maktab also, attached to the house of
Tahawwar Khan, Risaldar Major, in which Himayet Ali, a man of mediocre
qualification, teaches the Koran, Karima, Khaliq Bari, Gulistan and Bostan to
10 boys and receives Ks. 6 per mensem and his food
There are two patshalas in this circle, one at Kalanaur attached to the shop
of Jaggan, Mahajan, in which Chandan, Brahmin, teaches the llamayana, Bhag-
wat, &c., to 3 pupils gratuitously; the other is in the village of Mokhra^ where 10
boys are taught Sanscrit, Bhagwat, &c.
GuhaijA. —Among the Hakims, Sayyed Amanat Ali in Guhana and Karim
Bakhsh in Nagar, and among the Pandits, Desraj in Rera and Hansram in
Ahmadpur Majra, may be mentioned; the latter, who has been educated at
Benares, conducts a patshala in his private house and teaches Sanscrit and the
Bhagwat, &c., to 25 boys gratuitously. There is another patshala in the same
village conducted by Perbhu, Brahmin, who teaches Sanscrit to 15 pupils gra­
tuitously and is a landholder. The villages of Kathura, Khanpdr^ and of
Qingana have .each a pdtshals|, in which Sanscrit is taught to 7, 4, and 2 pupils
ri^pectively.
In Gruhana proper there is a maktab and a Koran school •the latter has 15
pupils under Hafiz Khuda Bakhsh, the blind^ and is attached to the Khankah
of Shah Walayat. The maktab is attached to the house of Chaudri Ghulam
Muhuddin Khan, and is under Ghulam Muhammad, a good Persian scholar,
who can teach up to Abulfazl, and is said to be an author also ; he teaches the
Koran and Persian to 12 pupils on B/S. T per mensem.
There are less important Koran schools in the villages of Nagar and Kahni
and a Mahajani school in Jhijhtana^ attended by. -4 and 8 pupils res­
pectively.
K o h t a k ,— Among the Hakims in Robtak, Hdfizuddin, and among the
Baids, Kanhia Lai and Bakhtawar Lai (the latter an oculist) are famous.
Maulvi Hdfizuddin, who is now tutor to His Highness the Nawab of
Dujdna, is the most distinguished Arabic scholar in this part of the country.

Pandit Harparshad teaoh^ Sanscrit to 10 pupils in a patshala attached

to the Ganga Mandar, and is paid Rs.5 per mensem by Rai IBakhtawar Lai,
Extra Assistant Commissioner. The other Pandit of some reputation is
Harsaran Dass. Both Pandits are distinguish^ seholm of Siwiscrit. (This
patshala is not mentioned in the Police returns.)

in Rohtak there is a maktab in a r<fented house, in which Persian, Arith­

metic and Grammar ^ e taught by Yusuf JKhd,n, who receives Rs. 10 p6r
mensem from Rai Bakhtawar Lai, Extra Assistant Commissioner. The number
of pupils attending this maktab is 12 according to the Police returns, and 22
according to private informatioi^. The private return mentions also 6 Koran
schools with 67 pupils, and one Mahajani school, under Lachman, with ,7 pupils,
and Rs. 3 per mensem as the income of the teacher, and another with 5 pupils.

The Police information returns a pdtshala in conducted by

Btahmin, who teaches Hindi and Sanscrit to 12 pupils in tho|?aras (village-hall)
f "
 ( 22 )
gratuitously, and a Mahajani school at Rohtak under Mehar Nath Jogi with
20 piipils and Rs. 5 per mensem as the income of the teacher.
K h a b k h a t i d a .—In this circle the largest maJctdb is in Hasan Garh, which
is attached to a mosque, and is conducted by Sheikh Najibullah, a native
of the town, who teaches Persian, Urdu and Koran to 22 pupils gratuitously,
liying on the produce of his lands in the town»
There is B.pdtshala in the village of Badhlafiy attached to the Dharmsala
of the village, with 6 pupils, who live on begging. The teacher Dya Ram,
Brahmin, teaches Ghan^aka, Sarsut, Bhagwat and Shastras gratuitously, and
he lives on what he eami^ in preaching in this and surrounding villages.
The viUa^ has a Mahajani school under Bhagwana, Brahmin,
a native of Ben, who teaches Mahajani, Nagri and Arithmetic to 20 pupils and
receives Rs. 8 per mensem in cash.
B a h a d u b &a r h .—Among the Pandits^ Gobindat and Premdat, Brahmins,
natives of the village Asod\ where each of them conducts gratuitously a
pdtshala with 12 and 10 pupils respectively, may be mentioned.
In the town of Bahadurgsffh, Sham Lai, Pand\t, who knows Sanscrit, Persian,
English and Mathematics,-inches Persian and English to the two sons of Babu
Bhagwan Bass, Sahukar, and receives Rs. 20 per mensem.
8 a i *aw Xb.— l i i the villages o f Gurpani and Jikhand there are 3 Koran
schools, 2 in the lorm er and 1 i^ the latter. The schools in Guryani are
conducted by Sh^-hamat Khan and Mussamat Rahiman (a female teacher),
Vho teach 20 and 16 boys Respectively; the Jikhana school is under Matlub
AM who teaches 4 boys and 6 girls. The income of the teachers consists in
vmat is given them as a donation from Rs. 5 to 10 on a pupil finishing the
iLoran,

EXTUA.
The District Returns give the following eminent persons and schools, in
addition to those which are already mentioned:—
'R,owsKK,—‘ SaUm Asghar A li; Baids Gauri Sahai, Rudar Pershad and
Layeg Ram, and poet Ramzan Ali.
JaljJAR.— Abdul Hakim ; JPmdit Parma Nand; Maulvia Abdar-
rahim and Muhammad Hiisdn, and Karim Bakhsh, poet.
S a i ^aw as .— Abdul Wahdb of Guryani, and Baid Kishor Das of
Dadla.
B a h a d i j r g a r h .— Zia TJddin.

Number of Number of
Name of place. schools. Subjects taugbt.
pupils.

2 « The Kiorau.
3 11 Ditto.
8 26 Ditto.
1 5 Ditto.
1 3 Ditto.
4 Sanscrit.
1 4 Ditto.
Majea . . . . . . . . 1 15 Ditto.
1 20 Ditto.
K h a r a k ................................................... a 22 Ditto.
Jhajjar ........................................... 2* 9 Ditto.
 ( 28 )

Name of plaee. Ktimberof Nnmberof

schools. pupils Subjects tan^lit.

M atan H el . . . . • 1 5 Sanscrit.
Bidhal . . • M 1 16 D itto.
N i d a n a .......................................... • •• 1 4. D itto.
S a m c h a h a .......................................... • •• 1 10 Ditto.
B a d e l a a .......................................... 12 D itto.
M atan . . • •• 10 D itto.
Asodba . . . . . • •• 1 6 D itto. \
K i l o i .................................................... - 25 Mahajauf.
N igana .......................................... • - 1 20 D itto.
Budher . . . 6 D itto.
Barsa . > . . . • •• 1 15 D itto.
Rohiia . . . . . • M 80 D itto.
B a d e l a n .......................................... • •• 1 14 D itto.
K handa . . . . . » M 1 IZ D itto.
Bahadurgarh . . . . • 1 40 D itto.
 ( 24 )

H IS S A S m V lS lO 'N .
SIRSA DISTRICT.
GENERAL ABSTffiACT.

No. o f of , No. of No. of ToteiKo.

Muktabs Ho. of ■4acsi!rit f No. of Ho. of . and No.o! of Ind'ge* Toift]
OMtiot. ahJ pupiis. Kiitfri pupils. Garmnkbl papiU. lOah&jaui pupils. Ko of
schools. uoas pnpito.
Madr&sas.. Bchoola. schools. schoob.

Sirsa 101 763 5 23 10 55 . 6 173 122 1,014

F azilka.—Among the Pandits of may be mentioned Pandits Sedhu

Ham Narayan and Bialcliand. Bupsi P*^’ fa learned Jain) is the Baid of
the place. Among Maulvis, Sayad Muhamimad Shah may be noticed.
In Fazilka there is a Madrasia attached to a mosque, taught by Mauivi
Nuruddin, which seems to deserve notice. I t is attended by 10 pupils who read
Persian, Arabic and the Kordn, and who pay their teacher, some^n contribu­
tions of food and others in cash. A GurmukM school is also attached to a
Bharmsala, attended by 8 pupils, who are taught gratis by Bhai Charat Singh.
Another Gurmukhi school with 8 pupils aii(d a pdtsbala with 6 pupils are men­
tioned in a privat/e return. There is also* a second Madrasa only attended by
5 pupils. (The returns are evidently inComiplete.)
^ANIA.— (No returns-were furnished bjy the Police from this place.) There
is a Sahmi of some note in Rania called Mahomed Isa, and a named
E,akhjdti. A private return gives 6 maklfcabs with 52 pnpils, and a Mahajani
school with 10 pupils in Rania itself.
Babwali.— Tipli has a Haj^m of aamte n6t©i whose name iia not given. At
Bhai Tota Bam Sadh teachea 8i pupifecat a Dharmsala; he |:ets one
M|>e^ !ilD of marriage, as also a smpply of corn at harvest time, so that
dx»di0may be said to be about Bs. 4s^ per mensem. The schools in tbis -
religious^ iSie teachers beijag p;aidi one rupee on maJriagea and 20 seers
of wheat from every house during barvesit. If the teachers be encouraged by
grants^ they seem willing to comply w|th any l?imsonable conditions tbit may
be fixed by Government.
At Fipli there is a With 4 pupils^, whilst the villages
Kakkanwali, Lohffadh, Pajawday An^pshar, BM rk^rd SalpJehera have
each a K orm school s^ttdnded by 8, 5, 5, 2, 7, 5 and 3 pupil# respectively, and
Nmirmg has a Gurmukhi school attended % 4t pupils.
Abtthae.—Among MMviSy AhmadudidiD, Mian Suleyman and Hafiz Fatteh-
din may be mentioned. The first-naWd, a good Arabic scholar, gratuitously con­
ducts a i^c'iool situated in the Ahuhaf mosque attended by 40 pupils, who read
Persian and religious books. Throughomt the thana these appear to be the
subjects of initruction, and we find that JBahoarm has 2 schools with 13 pupils.;
Kandii^la 'V^i^^ \ ^hoyan 1 witb^ 12; JOiwankhera 1 with lO ; Tajada
1 G kalhil w;ith 7 ; fiiid Kfftoikhera 1 with 5 pupils. A M a r
is sai^ ;^^^i^ '®^tlier m iaki^b^
StKSA,-^(Th^ P61i6e retjiiiis only give the name oheSsikim and none of the
Baids, Bhais and Pandits of the place, for which see special list; they also ^ve
no maktab or Madrasa and only mention H<*akim Abdulla of Sakandarpur; at Sirsa
itself there appears, indeed, to be only one purely Koran school, att^hed to
the mosque and attended by 6 pupils, the teacher Ibrahim having a very
precarious subsistence).
There is one. good pdtnhala at Sirsa, conducted by Kishor Cliand (a
Jain priest who does not marry), who t-eaches the Baidak system of Medicine
and Astrology to 4 pupils gratuitously, ’IThere are also two Mahajani schools.
 ( 25 )

conducted by Pandit Ish<ar Das and Kishor Ohand Jati respectively, the latt^p,
combining his Sanscrit scnool with a Liande school attended by 50 boys,
pay him. nearly Its. 4 per mensem. Pandiit Ishar Das has 36 boys, paying one rupee
per annum each and one pice per week„ as also half a seer of flour. They are
taught Hindi and Mahajani. The Policie returns st^atea larger number of pupils
than the prirate information, 50 pTiipils.

ThIna BEHRAJPtR.— (also called I>Aadan).-^The Maulvi Bahmat Din, a

vei*y good scholar, conducts a school in connectioin with the Behrojpur mosque,
attended by 7 pupHs, who are taught tlio Koran, and Arabic Grammar and
who pay about 9 maunds of-grain at harvest time. - At Takhtmal there is
a pdtshaln, in which both Sanscrit and Gurmukhi a^e taught, conducted by
Mangal Bam Sadhu, a distinguished diisciple of Fakir Sobha Earn. There are
6 pupils, of whom 3 are Brahmms^and.S Jats. He receives from 25 to SOmaunds
of grain at harvest time. In this thanm, which is inhabited by Jat Sikhs and
Muhammadan Pachhhadas, who take no' interest in education, Maliajani and
Sarali are nowhere taught.

T h a n a SlEAWAN.— -Among MmMvis, Mian Eahmat and Pakir Kadir

Bakhsh may be mentioned. At Sarawtan itself, the latter, who is a good Arabic
scholar, teaches 25 pupils the Koran an«d Arabic' in mosque, and receives 2
maunds of grain per annum per boy.

At E asulpub, also there is a Madrma for Koran and Arabic with 15 pupils.

The following schools are added im a jetum furnished by Mr. Ti*afford,

Deputy Commissioner of S i r s a »

No. No. of
Tefcsfl. Village. of milk- pnpila. Subjects taught.
tabs.
Biksa BaLanddin . 12 ArS.bic Grammar and Koran,
Jagmalera 7 iDitto ditto.
Natar . . 'Ditto ditto.
Nakora . . iDitto ditto.
Harni (lesser) Ditto and Urdu.
Neza Dalla (lesBer) 10 Ditto ditto.
„ (taajor) 6 Koi^n.
Kotli . 12 Ditto.
Shahpnr(Begn) . 9 Korb>n, Arabic Grsmmar and Uidn.
Nago . 5 Kor^n.
Ferozal^ . . 10 Koran and Urdu.
BndhaSam . 8 Kor
Darbi . . 6
Ahmadpur . 6 *^Ditt
KukatthinB. . 4 Urdnl
Sahanpal . .6 Korai.
Bukbam Khera . 2 Dittol
Dkvmkij.1 Finhari. . 8 Koran and tlrda religions books.
Alika" . . - . 8 Ditto ditto.
Musahibwala J . 5 Ditto ditto.
lining . . . 4 Ditto ditto.
BAp . . . 20 Ditto ditto.
PanjTiwaTia . 3 Ditto ditto.
Fahlka . Batanpnr . . 6 Ditto ditto.
Pakan . Ditto ditto.
.^andwala^ . 4 Ditto ditto.
Mclanwp.li . 4, Ditto ditto.
Jamharwala . . 6 Ditto ditto.
Amiwala 4 Koran and other religions boi
Urdu.
Dabwala 5 Ditto ditto.
Dalmif Ehsira 5 Ditto ditto.
Eaniwala 6 Ditto ditto.
Eattatiba 5 ■Oitto ditto,
Midda . . 4 ^ ijt o ditto.
Malot . 1 . 5
18
Ditto
Ditto
ditto.
ditto.
Babk .
Lakhnkiutar . r> Ditto ditto.
Jamalki 6 Ditto ditto.
Chak Babk . 6 Ditto ditto.
Bakvinwala . 4 Ditto ditto.
PakHTibbi . 6 Ditto ditto.
Amarkot 20 Ditto ditto.
Jami>lpur 6 * Ditto . ditto.
Tutwala 6 Ditto ditto.
Dam 18 Ditto ditto.
Jhingar 12 ■Ditto ditto.
Qanj Bakhah Persian nnd rolifTious books.
Arniwali Urdu reli'^iouB iKHtks.
Azimabad Ditto dittK).
Par.warwo.la . 10 Ditto ditto.
 ( 26 )

No. No. of
TehsU. Village. of mak- pupils. Subjects tauffht.
tabs.

M a u z z a m ....................................... 1 8 Eeligions books.

Salim Shah . . . ■ 1 7 Ditto.
H a s t a ............................................... 1 5 Ditto.
G a n jn w a la ........................................ 1 4 Ditto.
Siddhnwana....................................... 1 6 Ditto.
N o k e r y a n ....................................... 1 5 Ditto.
Maliar S on a ........................................ 1 6 Ditto.
B a n » ................................................ 1 5 Ditto.
Wali S h a h ....................................... t 6 Ditto.
Mohammad P i r a ................................ 1 2 Ditto.
Sedhuki ................................ . 1 3 Ditto.
Qhurka ........................................ 1 2 Ditto.
Usman Khera . . . . . . 1 7 Ditto.

Tafshala.
S ir s A Kafjdana 4 ' Sanscrit.
Ellbnabad Ellenabad 6 I Sanscrit and Astrolop:

GurmuhJii Schools.
D abw alli Meddn KTiera 6 ' Religions books.
Bam 5 : Gurmukhi Garanth.
Jhasar 8 j Ditto.
F a z il k a . Muazzam 6 I Ditto.

Mahajani Schools.
F a z il k a . Fazilka . . .1 1 I 6 I Lnnde.

EXTBA.
T\iq second Police Return gives the following additional information
regarding the eminent persons and the indigenous schools in the District.
S iR S A . — Mauloi Kadir Bakhsh, Pandit Kishaudat, Bhai Ishur Singg and
Foet Karim Bakhsh.
B an ya .— Moulvis Saadulla of Banya and Nabi Bakhsh of Nakar.

No. of No. of Subjects taught. B ehabks.

Thana. Place. sohoola. pupils.

Sabawan £celanwali . . . 1 7 The Koran.

Ohhappanwali. . 1 9 Ditto.
Kabarwala . . . 1 2 Ditto.
Vlhsya. . . Utaar . . . . 1 3 Ditto.
Sathpal . . . . 1 3 Ditto.
F a z ilk a . Balwana , . . . . 1 10 Ditto.
SiB SA . .. S i r s a ................................ 2 57 Mahajani . Under Azim Bakhsh and
B a ^ , respectively.
Sa e a w a k ■ Jhnrrar . . . . . 1 4 Gumnkhi,
 ( 27 )

UM BALLA D IV IS IO N .
UMBALLA DISTRICT.
GENERAL ABSTRACT.

3
Mo. ( No. of
Sanscrit and No. o f No. o f ^
No. o f
No. n|
Hindi and No. o f
Total No.
of Indige­
T o ta l'
Maktabs No o f Gumnnkhi N o .o t
D U M ct and Pupils. Nagri Vupils. Pupils. Mahajani Pupils. nous
Schools. Schools. PupiU.
HailrasaR. Schools. Schnol-'.

Umballa 82 1,018 19 303 66 30 703 138 2,090

IJ31BALLA C i t y . —Among the Hakims, Jafar Husain, Buali Bakhsh and

Cliaran Singli deserve notice. Maulvi Malimnd Said, among the Maulvis, and
Pandits Jamna Das, Parbhu Diyal and S ilig llam among the Pandits, may be
mentioned. Bhai Luchijian Singh is a Sikh priest and teacner, and Ahmad,
Hasan is said to be an autlior.
There are two Madrasas in the city, one established by the Shias (called the
Imamia School) ^nd the other by the Sunnis, which is called the Islamia School.
In the former Maulvis Ghulam Ali Khan, Sayyid Razi and Ibrahim, receiving
lls. 15, 20 and 4 per mensem, respectively, teach Arabic, Persian, the Koran
and Arithmetic to 53 boys and prepare candidates for the Middle and Entrance,
Munshi and Munshi Alim Examinations of the Punjab University College, and
in tlie latter instruction is given to 30 boys in Arabic, Persian and the Koran
by Moulvi llatiq Ahmad, Naslruddin andtvvoHaftzea,who receive Ks. 15, 8, 2-8
and 1-8 per mensem respectively. The expenses are defrayed by subscriptions
among the Muhammadans. The Head Maulvis in charge of the schools are good
Arabic and Persian scholars.
Bhai Lachman teaches Gurmukhi to two boys in Manji Sahife
Pandits Solig Ram and Jamna Das conduct each a pdtshala, ijl wliid*' San­
scrit is taught gratuitously to 9 and 10 pupils (private returns mention 15 and
20) respectively.
Hirda Ram and Sheikh Ala. Bakhsh conduct two Mahajani schools with 50
and 80. pupils respectively^ and get food and a pice on every Sunday from each
student.'! Private information adds two more Mahajani schools conducted by
Allah Ditta and Ramjidas, with 40 and 20 pupils respectively.

Six Koran schools are also mentioned by the private returns, which con­
tain about 80 pupils.

tJMBALLA C a n t o n m e n t s .—Among the Hakims, Hakim Murad Ali may be

noticed. The Police returns mention three maktabs with 125 pupils, and one
Mahajani school under Ali Bakhsh with 80 pupils, and Rs. 12 per mensem as
the income of the teg^her; but private information returns 10 Koran
schoois conducted by Kazi Khuda Baksh, Hafiz Abdul ^Majjid, Barkat Ali,
Abdulla, Ghulam Rasul, Amanatulla, Hajd^r Shah, Hafiz ;A)s^ulla, Hafiz
Ramzan and Muhammad Newaz with 12, 30,’ 10, 8, 10, l i , 10^’ B a^d 15 pupils
respectively, and one Madrasa conducted by Moulvi Kamaluddin teach­
ing Arabic and Persian to 13 pupils on Rs. 20 per mensem ; four schools, in
which Urdu and English are taught, are conducted by C-hura Mai, Madho,
Mr. Andrews and Mr. Wilson, with 25,10, 50 and 10 pupils and Rs., 8, 10, 40,
and 10 as the teachers* monthly income; 4 Urdu maktobs with 107 pupils and
one Mahajani school with 80 pupils.

PoTUKi.—In Moranda, Subhanulla and Khalifa Makhkhan are Hakims

of some reputation. Among the Bhais, Bhai Thakur Singh and Bhai Chatar
Singh, natives of. Chamkaurt may be mentioned.
 (2 8 )
In Chawanta (Khurd) there is a Koran school attached to a mosque^ con­
ducted by Mianji Sayyid: Aji ^hah, who teaches 10 boys, and receives 6 maunds
of corn twice a.year.
In the villages ofBila and Mohan "*Majr€k there are two Mahajani schools
under Chunda and Kahi Eakhsh, i^ith 25 and 9 pupils, the teachers’ pay hemg
Bs. 40 and 20 per annum respectively.
KHARAE,.—In Khamr proper, among the Hakims, Hakim Ali Baksh and
Ghulam Abbas, Pandit Nand Lai, Maulvi Akbar Ali deserve notice. Pandit
Kapurya Rdm in BodyaM, Pandit Ganesha in Chauhatta and Pandit Kanhya
Lai in Korali, and Hakims Najaf Ali and Ali Hnsain and Hakim Badan Singh
in Korali are eminent Pandits and Hakims.
In this circle there are Koran schools in the villages of Khanpur^ Chir-
cheari, Ghadera, Kheri, Majat^ Persuhand, Manakpur, Khizrabad, Malanpur,
SU, iSkukrtillapur ajiA Kharar nnder Mehr Shah, Ghulam Basul, Pir Mohamad,
Amanat Ali, Mangti Shah, Alya, Qadir Baksh, Makhdum Jahan, Eahim Baksh,
Nabi Baksh, Atq^ Muhammad and Gulab, with 5,8,15,4,6, 5,6, 6,4*, 12, 12, and
4 pupils, the teachers’ pay being 20 maunds of com, 40 maunds of corn, Bs. 36,
Bi|. $4, io maiifids o f CQrn, ditto, the income of a Kaziship of the villages, ditto,
diit^i^O ma^ds of corn* and Bs. 48 ^er annum with food, respectively. In
Gaidhes;^, K W i/ Malanpur and Sll, Persian is also taught.
• ' "i '
ttere are iy?o pMtfhalaa in Kharar, conducted by Pandits Pirthi and Nand
Lai, who teach ;^anscrit to one and eight boys respectively in their private houses
gratuitously.
In the villages of Shukrullapur, JBalwanki, Kaliwalm^ Kharar, ihe-re are
Gurmukhi schools attached to Gurudwaras and Bharmsalds, under Gulab Singh,
Sobha Bam, Bikhi Bdm and Birham Saran respectively. The n,umW of the
pupils attending these schools is 24.
B aiptjr.—Among the. Hakims Mir i ’asihuddin of and among the
Pandits, Pandit Bam L^l may be mentioned
THAKESWAB,.—In the town of Thaneswar (the famous Kuruk. Chattar of
the Mahabharat), Pandits Bulchand,' Atma Bam, Ganga Bam, Bhagwana,
Chandu L^il and Murlidhar have the reputation of being good Sanscrit scholars,.
whilst among Hakims Ali Husain, BahmatulM, Bhadi and Moulyi IshkuUa,
a good Arabic scholar, deserve notice.
In the villages of Dhurdld and Mokki there are two matebs, one attached
to tbe^fjiouse of the teacher and the other to the house of the Lumberdar of
in which Muhammad Ali and Karim Bakhsh teswjh Urdu, Persian,
anf tie Koran (in the first Mathematics also) to 5 boys and 10 boys and 5 ^irja,
and receive Bs. 2 per mensem and 40 maunds (khdm) of corn per annum riS^cti
ively. Thaneswar has also a Koran school attached to the mosque of weavers,
where Dost Muhammad teaches the Koran to 7 pupils for daily food.
Pandits Atma Bam, Ganga Bam, Chandu Ldl have, at their private houses,
2bp(U8h(x,la each, and teach gratuitously 10, 5, and 6 pupils respectively, Shighar
Bodh, Darpan Sandhia, Gita, Chandraka, &c. Pandit Bi^Ichand also teaches 30
pupils Sanscrit.
•
Badaub.—In the town of Badaur,' Jaithu JBaidt Ghulam Haidar Hakim
and Harisaraii Pandit are pei«ons of local distinction.

In the village of Bihana there is a maktab attached to the house of Patah

Alx, Lumberdar, in which Nabi Bakhsh, a man of mediocre abilities, teaches Per­
sian (Gulistan, &c.) to 5 boys, and receives 12 maunds of com every six months.
There ate Koran schools in Itadaw. and Majharii both attached to mosques,
"where 15 boys in each are taught by Hafiz Baham Ali and Hafis Ilahi Bakhsh,
who receive 20 maunds of corn per annum each’. Private information adds a
maktab in Gvfunthala with 16 pupils.
 ( 29 )
Iji Juilaufu Rikhi Ham, a Pandit ot good aMides»,t(meli^ the
Viwah Padhti, Duvga pat to 12 pupils ^mtuitously.
Tlie Mnhajaiii sclrooJs \\\ Falatoala^ GmtkiJmla and!
ai’Gco)id>iu*t<id W Roli, Gh.iiidan, llodn aiul Piitd%Qv ^ IKi ai«i
pupk and ivccim Bs.4() pav amimn, Itmd, IS iiisumd» oft coini> ovci^y sifiK
and Ms. 5 per mensem, resiHieti\ ely. GmUluUu lido lius also a pat^Uiajlb mlH
10 pupils.
PiiroK^—Iii riJioa, MiiMia liam a«id IJam Msliamimv l)hs« awwiiisr^ til<«
Bfiids^^mX Jhaddii Jial, flaridat aiid Braiuna4uiud muoiij^ tiie P«v/<//7kV al«i‘
Mttkini Khali Muhammad ol! (iumlliuiu (Gaddiiuj is a phyiiieiaiii l^ail
I'cputatioii.
Iji Gumihahr. ntXacXiQiji to tlie gmnd mosqtiGi tlieEc is a mafeflnlfe uiidhr
Hafiz Imamuddin, wlio is a man of i^od ((ualiftcatious and who t«aohtK^
Pei-WMn and tliH Koran to 12 pupils, and is given copn’ at? llain'^ tiliHi* aiwlt;
daily fortd by t!»e j)amnts of frhe pupils. Bfesido.^tliisv tiiic viilhgus oP Ummw^w^
and jirm l have each a Komn school attc»nded> caell* liy 6- pupik^ Wiidlk ife^alfeot
taught in these schools.
There are throe patshalas in attached to tlie Sllivaln, ®iiwidWams
and to a private house, I'ospectively, in which l^andits lijialxlat, llumlalldi Mbl^
teach 35 pupils Sanscrit gratuitously.
The villages of Sarsa, ICole ami 7»V;*«a liavo each a Mahajani seli<5di>.oonrtf*
ducted by Tola Jogi, Jamna Dass ajid Natim Jogi with 10^ IS and 8
speotively. The income of the toaclier consists only in corjij/\y^iichi HibipwMitlj
of tlic pupils give at harvest time ; qviantity not mentiontHVl ^ iimidkte mtum*
mentions a patehala witii 30 pupils in Kole.
Jagadhri.—In Jagadhri proper therc is a maktab and a pdtslialfeijtinvtll^i
£t)micr 1& pupils arc taught P ^ian by Jfaulvi Abdnl Kadir on Hs*
sem,. and in the latter Beli Ram, a good Sanscrit scholar, teaclics SaiM«Mil#tt>* IB?
pupilii gi'atuitouslj%,but he has an income of Es» 10 per mensemHttHiki otiter'
sources. ’ ' , .
I

111 Burt/a^ Bhai Tulsi instructs 25 boys in Gurmukhi gmtuitoi^Jl liut?

lives on an income from shop-keeping.
In Jagadhri there is a Mahajani school also, where 50 pupils a*®"
ItCahajani, Sarrafl and Book-keeping by PUnsari Jogij with a^moBtiil|^ilt«r»ii«
of Bs. 10 per mcmsem. There are Mahajani schools in and
45 pupils each.
MtJBARAKPUE.—In Mubarakpur, Hakim Baulut AU and Pandit* THai^kti*
Pandit Narayen Das and Pandit Jaidyal may be mentioned. Among .
Ruggha Baid of Bamgarh deserves notice.
Pandit Namyen;J>ass, a good Sanscrit scholaTi conducts a
,rakpur, where 25 pupils lea«i Sanscrit Grammar^ the Yaidie systeoiio^'
cine> Astrology, Bhagwat, &o., gratuitously.
Hiere are two Mahajani sehools in and ifaiwwlf
and' Siiib Bam Jbgi, who tea^h 35 and ISboys mneetively. The f«wW(liMfsj^
Bs. 2i’pep mensem and dailj^ ft)od* and the iMt*^ is given 2 maundiwrfif
xnontni3r.
Biiiiai^Ri^Ih Byasmur Eaiiij Bltltein,
GhftudhH Bije S u ^
Xh t}ie villages of (with two sehools), DeodkoTi MhixHiMruMkt
Zidctf there are maktabs, in which. Urdu, el/8iiientaiy Pemw^aiB^HHe
E o i^ lure taught by Abdulaziz and AHulwaMfa| A^dNtlgliant, Yaqul]f#MJj liahi
Bakhsh, Abdurrahim and Imamtj^iin to 27i 5, 6 aiHl lO boys re»j|^tvt4y^'
In Eli'izrabad the teacher of one school lK>kb« a a a # th% ethetr ir giv«n
 ( 30 )

2 annas a month and a picc a week. 'iTlie other tcachcrs receive 20 or 22 maiincls
of corn every six months.
Mahajani schools in Khhrahad,, Jsmnlljynr, Maiwkpur, Atizpnr arc con­
ducted by Kashmiri Padha, Bansi, Ajnidliya nnxl Ajndhya II., who teach Lande
and multiplication tables to 15, 8, 4, aind 2 boys respectively. Each of the above
Padhas receives a picc every Sunday ffrom each boy and daily food by turns.
Chappar.—Among the Hakims, Qutbuddin and Pavid Bakhsli in ^[ustaf-
ab’ad, and among the Moulvis, Paiz Miiihatnmad and Abdiil Tvhalik (in-Chandum)
are eminent. Narayna Brahmin Baiid and Pandits Ohuni Lai and Balmukand
also deserve notice.
There is a Koran school in the viillage of Fatahpur attached to a mosque,
in which Ala Bakhsh Myanji teaches Koran to 10 boys and gets 20 maunds
(kham) of corn every six months.
In the village of TalahiVy Partapa Jogi teaches Mahajani to 10 pupils on
Bs. 3 per mensem.
Mazra.— Among the Hakwis, Mahtab Singli and Balmukand, among
the Maids^ Moti Ram, Dena Mai, antd Fandits Berhma Nand and Ram Narayan
are eminent men in Mazra. Among the BhaiSi Kharak Singh may bo noticcd.
. T^ere are patshdlas in the villages of Ltihdna, Biulmajro and Moolmipnr^
where Sanscrit is taught to 20, 27 ancd 12 pupils by Pandits Berhma Nand, Ghan-
sham and Pandit Shibsaran; the lastt one, teaching also Mahajani, receive? Rs. 5
per mensem, and the rest teaching ^atuitously. Luhana has also a Gurmukhl
school xmdei Bhai Kharak Singh witth lo pupils.
SiNQHORE.—In this circle, Kazii Rahim Bakhsh and Muhammad Yasin, men
of mediocre learning, conduct twco maktabs in Babain and Majri respectively.
The number of pupils attending these two scliools is 15 and 10, who are taught
Persian, Urdu and the Koran, and pay 18 and 10 maunds of corn per annum
respectively. ^ •
Shahabad.—Bhai Kishen Gramthi in Shahabad and Pandit Parmanand in
Nalui may be mentioned.
In Shahabad, a maktab establifshed by the Shaikhs is conducted by Myanii
Ayyub Klian, a man of high qualiffications, who teaches Persian to 12 pupils on
Rs.4). per mensem. Besides this tthere are four Koran schools attached to
mosqaes containing 15 puj^ilsy Tl'he village of Ratangarh has also a school, in
which Mya,nji' Abdulla teaches A.rabic and Persian to 4 pupils, and receiWs
R,e. 1 amontli in cash. ' Private information adds a maktab in Shahabad under
Hafiz Imamuddin with 40 pupils.

Bhai Kishan Singh conducts a Gurmukhi school attached to the Guru-

dwara and instructs 15 pupils. . '

There is a Sanscrit patshala in Nalui, where 50 boys are taught Sanscrit

(the Police returns give no details)).

L adw a.— In Ladwa proper, Narayan Sing and Pandit Lachhmi Karayan,
a distinguished Baid, and Hakim Bahim Baksh, may be mentioned.

Pandit Padam Nath, a good Sanscrit scholar, teaches Sanscrit to 15 boys in

his private house; two other patsMlas in Ladwa are added by private informa­
tion having 16 pupils. The village of Burhm has a Mahaiani school under
Bansi Padha, who teaches Mahaja:ni and Land^ to 10 boyi and reodrea 6 per
mensem. *

SoDHi.—‘This village has a KI(»an school attaclied to the village mosque, in

which Abdulhaq teaches th >Koiaai to S boys, and receives 10 seers of <im
m every plough in the village ttiawl soaiething on marrmges.
 ( 31 )
The only eminent person in the circle is Bamjidas of MUhmiat who is a
good Sanscrit scholar.
RorA-R.—Among the Ilakims at Eopar, Kudratulla and Pazlkarim; among
the Baids, Eamditta, Pohlu and Narayani {a female Baid)\ and among the Manl-
vis, Kvitbuddin of Singah deserve notice, lihai Bishan Singh, Granthi, and
Saran Singh, poet, also are men of some reputation.
In llopar there is a maktah and a Koran school, the former at a private
house, and the latter attached to the mosque of the oilmen. Baja Lai, a cer-
tilieate-holdcr of tlie middle school examination, teaches Persian, English,
Arithmetic, and Urdu to 10 pupils (according to private information 20) on
lis. 7 per mensem.
The Korun school, of which the police returns give no particulars, is con­
ducted by Hatiz Karim Baklish, and has 15 pupils.
In Ropar there is a patshala conducted by ChanduLal Brahmin, teaching
Sanscrit to 12 pu2)ils.
Mangal Jogi Padha teaches Lande and accounts to 60 pupils in a Mahajani
school, and receives Bs. 7 per mensem.
Sadiioba.—Pandits Hiralal and Ganpat among the. Pandits, and Ilakims
Amanat Ali, Mansab Ali and Khadim Husain among the EQikims,deserve notice.
Sadliora has a maktab and 3 Koran schools; the latter 3 are attached to the
mosques. Myanji Ataulla teaches Persian to 8 pupils on Bs. 6 per mensem. The
Koran schools are under Hafiz Nuruddin, Bahadur Ali, Niyaz Ahmed, with 12
10, and 15 boys respectively, and receive only daily food.
MtJLLANA.—One Hakim, Bajab Ali, who lives in Sharukpur, may be men­
tioned.
In this circle there are only 4 Kordn schools attached to the mosques of
Shaikhan, Simla,Baju ^heri and Saha with 10,6, 7, and 5|boys respectively
(in the last three Persian is also tauglit), and 2 Mahajani schools in GauJcalgarh
and Kearii under Kashmiri and Masanya Padhas, with . 25 and 23 pupils, and
Bs. 6 and 4 as the incomes of the teachers respectively.
N aeayangaeh.— Pandit Kirpa Bam Bhagwati is a pandit of local repu­
tation. *
In the village of Jatwar there is a maktab attached to the house of Ghau*
dhri Gopi Chand, attended by 9 pupils, in which Urdu, Persian, elementary
books, such as Dasturussibyan, Dasturulmaktubat, Mufarruhulqulub and
Gulisian, are taught by Sayyid Abid Husain of Sadhora, who receives Bs. 5 per
mensem.
The village of Lath has a maktab attached to the Chaupal and supported
by Bao Bahim Bakhsh Khdn Bajput, in which Ghand Khdn Bajput teaches th^
Inshakhalifa, Mufidnama and the Kordn to 7 boys, and gets Bs. 6 per mensem,
daily food, ^ anna per boy a W'lek, 2 annas per festival, and a few seers of cotton
in winter.
The village of Bhurmcala has a maktab attached to the house of Bao Najib
Khan and Kunwar Khan Rajput, in which Urdu, elementary books of Persian,
stich as Insha Ghrib, Mufidnama, &c., and the Koran are taught by Ali Ahmed
Shaikh to 14 pupils.

There is a Mahajani school in Khanpur of Brahmins, in which Paras Bam

Padha teaches Lande to 15 boys, who give him each a maund of corn every six
months.

A private return adds two more schools—a maktab in Maherput with 10

pupils, and a Mahajani school at Ghalore with 10 pupils.
 ( 38 )

U M B A L L A D IV IS IO N .
LUDHIANA DISTRICT.
QENERAI, ABSTKACT.

^fcl. of
Nrt. of No. of
No. ..f tnlaJX«. <if
No. o f
immI No. of
piipito.
Sanscrit and
Xujtri pupil H.
(iiirinukhi
Malj-ijiiiii
Ni>. o f
jlU p il.il.
pf
, 'liiiMs rNo, of
ui>ils.‘
srbuuis.

1,573 31 2G3 97 801 23 535 3>2«2

—Among Hakims of this town, Mir Muhammad Ali, Pir jTamayat

im , Muliammtul AU and Nasir KUan, and among the
a»c noted.
the 3IonUk» Moulvi Abdulla, Ahdulaziz, Ismail and Ismail II*
AbdtiMHid, Sluih Bin, Abdulqadir, Nizamuddin, Muhammad Musa, Husain
4J«n, 3®*Wiammad nusain, and Shihabuddin may be mentioned.
Chandi Pcrshad, l>hanpat, Bolu Earn and Gobind B jws Gmnthi
«i?e ilisihiguished SaiisGiit scholars.
|{0iUvi AkUilam, Ismail and Shah Bin are «aid to be ««//wrs, and
4jh!|j'a«iiddin, Hir Alma’i, Kaider Ali, and Chiragh Dmpoeh.
ISonlvi Abdulla, a distinguished Arabic scholar, conducts a school attached
to the ^fond mosque, whei’o he teaches Arabic Litemture, Ii(»gic, Philosophy,
Muhanfimtadan Law, Rhctoi’ic, Uadis, and Persian to 30 pupils, and has no
4ixed iwefimo. Another madmsah,under Moulvi Abdulqadii*, is attached to the
wuiii^ Wawab Ali lluhammad Klxan, in which he teaches 15 i>upils Arabic and
>Pei'sk«i»^d gets 20 per mensem.
other two schools, conducted hy Moulvi xibdulaziz, a good Arabic
sehotej ^nd BahmatuUa, teaching Arabic and Persian, have 10 and 40 pupils
resjfeotiffely.
IBeaiSes these there are 44 minor raaktabs and Kordn schools, with 500
pupi«, m Ludhiana, and Kordn schools in the villages of Majumd, Malikpur,
Mefm, }BhoUw(tl, Wmraky ^asyan^ Kmaahad, l^ien (Pcman is also taught),
“Slrd^ WkfUts, 0urktMawm, ^h(wi,vrith 6 ,12, 8, 4, 10, 7, 15, 7,12, 4, and 30
pupils seipectiTely.
*Pkc following statement shows the Maktabs and Koran schools at Ludhi-
«na in *Ib11 detail:—
-aessrs^=si
No. of
lO C A M T T . Name of teacher. Subjects taught.
pnpili.

Mosqtie M Mubammad Muhammad Husain 9 Syntax, Prosody, Law

HiiKiia. and Hadis.
Mo$(Vue it£ Moalvi Ab­ Moulvi Abdullah 5 Arabic and Persian.
dullah.
,1 iikiuUah . Wife of Maulvi Abdullah 15 girls. The Koran.
,1 (ft Badni Hafiz Abdullah S Do.
» Bttian Gamun Shah . . . . 4 Do.
Gluti of Me\ran Hafiz Jliaudu . . . . 9 Do.
Barbat’d . Muhammad Saleh . 14 Do.
%> imatu fiar^ . Muhammnd Afzal . 2S Syntax, Prosody and Per­
sian.
,1 Metnarau Kamaltvldm Hafiz . . 5 The Koran.
» ibnnua Hafiz Ilahi- Bakhsh . , . 11 Do.
S^Kwali „ Ghulain Rasul Si Do.
>« 6iiimn . Ghulam Nabi . . . . 19 Do.
 ( 33 )

L ooiilitv.
No. of
N.-iino o f teacher.
Itupils.

Mosque Sariii Nawub Ali M auh'i AW ulqadir Syntax, Prosody, Tiau’’, &e.
Miiliammad
Kliaii.
„ Jiimiiia . Alidiiilah 4 The Koran,
„ 'rh:i Muballtjli . Muhammad Sliah . 5 B o.
Sulenuui Ahduilah 5 D o.
„ Mtit.-liliijmrah . Nattiu Sluih 19 Do.
,, llasliiiii . . Muliainiiiad Klialil . aii Do.
„ A W ullah Sikliii „ Slulh , 4 Do.
,i A li Nayu Ufnruddin H. Do.
Mulialla niioiiwui AKliiI (iliaiii . 11 Do.
o f Hliag'a ran- Nur Muharumad 7 Do.

M olialla Dlioliwal Hamadiillali . 15 Do.

MoEf|UC o!‘ Jatnu . Kahmatiillah . 5 Do.
„ „ Ajukiilu M aulvi Nizamnddin 21 Do. and Persian.
,, „ Khudabakhsh „ Shahabuddin 6 Do.
,, „ Koliwiili Haliz Ajuihuldiii 13 D o.
,, ,, Jamil Bulia. ,, Ahm ad Shah . 20 Do.
,, ,, Jatau . „ Salam . 9 Do.
Sanik oliiuuali „ Il)rah im . 8 Do.
Cianji chliari Muhammad Jaii 8 Do.
lio . . . H aji Abdunazzaq . 27 Do.
Pliulwali . . . (jliulam Hu.^aiu 7 D o.
Mosqvic Al)dul WajeU . Ilaliz Ali 15nkl\sU . 9 D o.
„ o f Jatau . IntainudHiu 9 Do.
„ Lai . . Muhammad A zim . 27 D o. and Persian.
’Nluhalla Nal IJandan . A/Jm Khait Vi Do.
House ot Dill MuUahv- D iu 4 D o.
inad.
Maqlmi'fili Fafcih Jang' . Hafi/i Q adif Bakhsh 7 Do.
Mosijiio of Makotwah . Khaivuddiu 6 Do.
„ „ Ut-hali K ha- Abbas Ali 5 D o.
yat.
N aka cliliaoni Rahim liakhsh 10 D o.
Mulialla R.iiati Khairuddin 7 D o.
Do. . . Ghulam Kasul 7 Do.

500

There is a patshala attachiid to the Thakurdwara of tlio wakils, in which

Pandit Dolu Ram instructs 20 pupils in Sanscrit, gratuitously. The village of
Dhandra also has a patshala tvith 12 j)upils, -v^lio learn Sanscrit.

Gobind Dass teaches Gurmukhi to 8 boys in his private iwuso

and lives upon alms. The other Gurmukhi schools in this circle are in
Ludhiana, Lahara, Jaspalan and Dad, with 3, 6, 12 and 60 pupils.

Ludhiana hir; ?. Hnlinjani sch*?©! also under HCuhapamad Bakhsh Jogi, who
teaches Lande to 70 pupils (the private return mentions 100 pupils), and gets
1 seer of flour, 1 pice cash per week and daily food. The other Mahajani school
in Ludhiana has 60 pupils. Lalton has a 21ahajani school with 35 pupils.

SA3IRALA.—Among the Ilakims, Muhammad. Bakhsh of Petrodi may be

mentioned. A private return adds the names of Maidatta Baid, Pandits
Chiranji Lai, Kanihya Lai, Devidyal Kdmrikh, Badhawa and Bhais Bhagat
Ram and Gurmukh Bass. Chiranji Lai and Devidyal are said to be poets.

The village of Samrala has a patshala attached to a shop, in which

Chiranji Lai Brahmin, a Pandit of average qualifications, instructs 30 boys
in Sanscrit Grammar, &c., on Rs. 4s per mensem and 12 pupils in Lande.
There is another patshala with 10 pupils. The villages of Buijli a.id Gkwif/rali
have also patshalas, with 20 and 14 pupils in each.
 ( 34 )
Tbcrc is a Guimukhi school in the village of Kotla Shonmpur, which is
conductcd hy Bhagwan Dass Fakir, •vvho teaches G iimiiikhi to 11 boys, and
lives on the income of a “ muali” .
The villages of Jatana Viwl Bheloau have a Lande school each
with S, 7 and 8 pupils.
D elon.-—The villages of Jaron/idn, Dhuikot, Gujurwnl and ltangi/<ni liavc
4 Koran schools (out ol' which iljolirst 3 arc attaclied t >mosques and the last is
h^'ld in^ the house of Nabi Bakhsh), conductcd l)v Ivalimatuliali, Ahmaddin
Hafiz, KKairuddin and Kizamuddin, with 11, 20, 10 and 9 pujnls, respectively.

I'hcre are Gurmnkhi schools in the villages of Italijur (8 schools), Asi^

Lohgadhy Bhamdn^ Suujimln^ Balhiwuly Dhulkot^ Kdluk^ L((tala, Dhiilmazra^
JSifful, attached to village dharamsalas, in which Ganda Singh, Panjab Singli,
Manak Bam, Biran Bass, llam Bass, Pirani Bass, Prcin Bass, Harparshud,
Bya liam, Jassa Singh, and Karam Bass teach 35, 20, 20, 3, 20, 28, 20, 22, 25,
1 aiul o pu[)ils, respectively. Most of these teachers can only ti;ach the Gmnth
without interpretation, and a few of them know a little of Sanscrit also.

They get nothing for educating the boys, and live only on what the people
give them as Pakirs and Sadhs.
Private information gives the following description of Jaipur, which was
oncc the scat of Sikh learning:—

There arc 5 “ dehras” in the village of Raipur^ Burj\ Damdamd, Samdclhwala

Bhatkl Oarwaji (little gate) and JUehra-pemchayet In Burj, ^J^irmal Sadhus
live, and there the sons of the villagers are tanwht Gnrmukhi. There is a Gmr^
nuikhi library also. The inmates of the dehra and travellei*s arc fed by the
village. The pupils reading in the dclu*a collect bread fi*om the village. One
on each marriage is also given to the dehra. Besides this, the Zemindara
when they cause the Granth to be i*ead give fron^ Rs. 5 to 7. In Bamdamd,
which is held very sacred by the Sikhs as the refu^ of Gurd Gobind, tlicre lives
Bhupsing, a Nirmal Sadh, a man of learning. The dehra is frequented by fakirs
from distant places, who crowd here to be instructed by Sadh Bhupsing. The
Samadhwala dehra has been repaired by Bliai Gandasing, and has a Gurmukhi
school.
Bhaiki Barwaji had a well with 60 biffhas o f rent-free laml, but Ui tf.e
present settlement the land has been assessed. The houses belonging to this
dehra are very extensive and splendid. Tl ere is no education given in this
dehra noii\
In the Bchra-panchayet instruction is now given. There is a dehra of
Sanyasi fakirs also, which had a loell free o f rent, but it is also assessed in the
present settlement.
There was one well attached to the Khai;ikah of Pir Baulat Shah, which
has and assessed.

JrGRAON.—In Jugraon among the MoiUcis, Sharif Hasan and Sharif Husain,
sons of Moulvi Kajab Ali Khan, deceased, and Moulvi Abdurrahim Gujar, may
be mentioned.
Bakhn Qamruddin and Tandit Bansidhar also deserve notice. Imdad
Ali is said to be an author.

In the mosque of Agwar-i-Gujran, Abdulla, son of Moulvi Abdurrahim,

a £?ood Arabic scholar, who can teach up to Sharah Mulla (in Syntax) and
Qutbi (in Logic) instructs 20 bovs in Koran and Arabic Grammar, and has
51 bighas, 1 biswa and 13 biswasi of land rent free from the Gocernment, tciih
the caiiseut of the villcigers.
 ( 135 )

There arc Koran achonls in Jttprdom (5 in number) Bardikl, Gngra^ Sldhmnn-

bit, Sfdimjvfr, ^/mpura, Bhaul Ilak’nn,, Sadarpur, Gonfiyun^ Kotmdnd, Bhnud-
ri, Allfjarhy Tnharn, ^r<td(irpi'n% ^vith 10, 23 (boys 7, twirls 16 , 10, 34*, 6, 5,
10, 5, 5, 0, 9,16 and 7 ])U])ils, respo(;ti^vcly.
Jugraon has nlso a attac1ii(‘(l to a Tliakurdwara, in which Gan "a
Das Fakir B-uragi (a l)lind man) tcacllies Sarsiit, Cliandraka, Kavia-kosli to 20
pupils, and lives on aliiis.
There arc two more minor patshalfas having 17 pupils who learn Sanscrit
Grammar, Logic and Hindu Law.
The village of J)(nigtfan lias a Gurmiukhi school attached to the Dliarain-
sala in wl'.ich Sunder Das teaches 16 pujpils. Besides, there arc Gurmuklti soliools
in Dangyan, ll(istdpu)\ JJhorka., Ua?}8„ Mrm, Tehora, GUalih, Manimko,
Lomma and Kanunka, with 9, 4, 3, 5, 4, 8, 10, 20, 5, 8, and 12 pupils, r(;sp(rct-
ively.
There is a Mahajani school also in Jugrdon under Jiwa Padha, instructing
75 pupils on lis. 7 per mensem and amothcr with 60 pupils. SidhvDanbit has
■also 2 Mahajani schools with 30 pupils..
This circle, consisting of 103 willages, is inhabit(;d by Muhammadans
(especially in villages on the bank o)f the river) and Jats. Tlie mullas and
fakirs teach and are given presents whcen a boy finishes his course.
R a i k o t .—In llaikot among the Moulvis, Moulvi Abdulkarim and IMoulvi
Asadullii (belonging to the same farmily, whose profession of instructing is
hereditary) conduct a school and teachi Arabic Grammar, Persian and the Koran
to 30 pupils. They hold a muafi (rcnt->free) of 165 bighas land, and practise also
as physicians.
Among the Baids, Durgadut, Gancda Ram and Gordhan, and among the
Bhals, Prem Das and Narsingh Das deserve notice.
Pandit Shib Ram is- a good Sanscrit scholar. Mula Ram, another Pandit
of average qualifications, conducts a paitshala, in which Sanscrit is taught to 12
pupils. The Police returns mention ttwo more patshalas conducted by Baldeo
Kishen and Madsudhan with 6 and 7 jpupils respectively.
In Baihot (9 schools), Nurpur, Scaholi and Burj there are Koran schools
in which (Ismail, Kalu, Ismail, Ismiail, Mangu, Ali Bakhsh, &c.,) Qadir
Bakhsh, Shihabuddin, Sube Shah, witth 98, 8, 4 and 1 pupils, rospectively.
Private information adds Tajpur with :20 pupils.
Munshi Gordhan, a good Persian fficholar, who practises as a physician, also
teaches Persian to 3 boys in Raikot.
The villages of SahoU, Burji Mari Sinffhy Lakhhhdy Silwani^ Jhorrdn,
Sedkar, Aychana and Ghumana have eeach a Gurmukhi school attached to the
village dharamsalas, in which Biram IDass, Mohar Singh, Paras Ram, Rakhi
Ram, Sobha Singh, Gurdat Singh, Gullab Das, Rdmpershad, teach 2, 2,12, 2, 6,
10, 4 and 10 pupils, respectively. Theire are Maha3ani schools in Sakhana and
Bopa-ka KdMn, with 12 pupils in each..
Private information adds a Gurmuikhi school in Baikoi conducted by Prem
Das with 10 pupils, and another with 8 pupils, and Mahajani schools in BhauH
Birgan and Tajpur with 16 and 8 pupiils.
B akhah.—In this circle there iis only one patshala in the village of
Ehandour, with 3 pupils who learn Samscrit.
Th«te a?e Eodln schools in the villmges of Hunbrdn, Bhattno Dhnba, Banya^
W^Upnr (lesser), Walipur (majjor), Ali Wdl (2 schools), Ghnmniwala,
Swmpechf Phagla and Pemimit with 16, 7, 8, 9, 3, 24, 8, 4, 6, 2 pupils.
The villages of Dakhak (2 schools^* Bhatyan, Kitpnr^ Pifidoriy Dhat, Man-
dytiniy Magba, Mohi i^3 schools), Chak., Mhnpaiy Im fP'aly Gvhawar 9ina Banuhar
 ( 36 )

have cadi a Gnnimkhi scliooi with II, 8, 33, 5, 2, 2, 3, 27, 3, 4, 12, 15 and
12 pu])ils. There is a Mahajuiii school in l^urayen \vitli 0 pupils learuiiig
Landc.
TJhc Mullas aiid Bliais in this circio reccivc com at harvest time and one
ruj)ce on every marriage in the village.
Sankiiwal.—In this circle thero arc in the villag'es Mfihja~
W(fl, JBhmii Gahiy Koom {lesser), Koom (major), Falahgttrhy Kulani (major),
Hndya, Mmtodl, Bharmoar, with 14, 3,4, 13, 9, 3, 7, 4and 4pnj)ils. In Bnlyp"
wdl, Faialtffai'h and Koom (major), Amhic and Persian arc also taught.
The villages ol* Vniedpur and JundyciU have a Gmmukhi school each, mith
18 and 12 pupils respectively.
Sanehtml has a pafahala, in which 3 pupils learn Sanscrit.
SUAiiNA.— In thiscirclc there are Gurmukhi schools in the villages of
«r witJv 3 sqhools and 20 pupils, with 2 schools and 17 pnpils, C/m«rt
with 3 schools aad 18 pupils, DhaiHtli with 3 schools and; 34 boys, and Alikas
Jpdhpw\ Ghima, Ghung^ B^mar and witha scliool each, and
2, 7, 2, 14, 3, 4 and 2 pupils, respectively. In all these schools the Granth is
taught.
There is a, patshala in tlie village of J)hapdli, with 10 pupils learning Gita,
Sarsat and Bhagwat, with llamkishen Brnhniin, and a iiawrfc school in Chaoki
with 22 pupils.
The people, anxious to keep up tlieir religious beliefs, get their boys taught
Gnrniukhi privately, because it is not taught in the Government schools, to
which only those people sond tlieiv boys, who wish to see them enter Govern-
ment employment.
M aciihiwaka.—Among the Hakims, SlmliDawiii!, Wali Muhammad, Sayyid
Shnhnawdz, Kaiuihya Lai Qanungo, Sodhi JasAvant Sing and Pandit Kaiiahya
BaL in the town of Maehhiwara and Ala Eaklia in Buhlulpur are distin-
guislied*
Muhammad Ismail is a Moulvi of local reputation iii Ohakki.
Pandit- Kanahya Lai conducts a patshala in the town of MacJiMtcamJ
in which he instructs 15 pupils in Sanscrit GramnWi and liv^s npon a muafi
which he holds.
There are ELordn schools in Mtighlmali J^Molpur m^ QhakUt
withl7j 12, 4 and 16 pupils. The last school is attached to the village moaque
a n d is conducted by Hafiz Qadir 13akhsh (a blind man), who teaches gratui­
tously and lives upon the produce of his lands.
E.HANJ?A.—In l^ianna, Alinawdz is an eminent Hakim. In the village of
^arodyaii there are 2 Kordn schools attached to the mosqiies of the villa^,
with 2o and 8 pupils respectively, Khairuddin Sayyid conducts the greater
school gratuitously. has a patshala with 7 pupils.
There are Gumukhi schools in the villages of JBijak md. Salodi with 5
and 22 boys. GSie Salodi school is attached to a dharamsala under Odey Rjim
Eakir Ud4^ who ha^ a muafi land and takes nothing for education.
The TiUa^ o l h a s also a Lande school tinder Jeffi
(motive of ^^hawan), who teaches Haliajani and accounts to 20 pupilai who
paji^ him daily food, one pi6e every week aod one rupee on marriage, and a
patslmlft with ^ pupils. There are minor I^nde schot^s in Motht Mhem Aiort
Alero and C^eitoAt with 10^ 6, 10, 8, 7 and6 pupils, respectively. Salodi
and A^AKiwa have each a patsliala with 16 and 22 pupils.
LUDHIANA DISTRICT.
Extra.—A |»rivate informant adds to the Kerdn schools mentioned
above, schools in Jam^lpur with SOpupils, 1 with 15 pupils, Mebwan
 ( 37 ).

2 witli 20 pupils, Rajimra 1 with 10 pupils, Nurwata 1 with 30, Barwal 2

with 40, Fatahpur 1 with 40, Bhutghar 1 with Kanbdd 1 with 10, Gddh i
with 25, Kakar 1 with ]0, Lodhiwala 1 with 10, Bhatta Tahuwa 1 with 10,
Talwmidi Moi 2 with 16, Ahkuldhd 1 with 8, CJniliarpur 1 with 2, Mirpur 1
with 4, Shiraz Majra 1 with 6, Furdat 1 with 4, Shahbdzpur 1 wi+h 5, Blrh-
waw 1 with 14, Lo/ori 1 with 6, Nanharkot 1 with 30 j^upils; to patshalas
])yala Avitli 9, Jaspalon with 8 pupils; to Gurmukhi schools in TJtala with 8
pupils, Dhh'ti Majra 2 with 6, Mauupur 1 with 2, Doheri 1 with 4, Todarpur
1 with 12, hodhikhas 1 with 12, Bupa Bed 1 with 10, Ahhara 1 with 10,
Malla 1 with 12, Jechrari 1 witli 10, Khindor 2 with 0i, Sujapur 1 with 6,
ixajioara 1 with 5, Jhachchaicall Avith 12, Bholan 1 with 7; and Lande schools
in Rajiwal with 30 and J;ispaloa with 10 pupils may he added.
 ( as )

U M B A .L L A D IV IS IO N .
DISTKICT SIMLA.
GENEKAIj AESTEa CT.

No. of I .No. of No, of No. of T.it.'il No. of1 'I'otiil

Alaktabs No cf Sauscrit and No. of Guimu!v!ii >To. of r.iuidi? .ind \0. Of Iiidi|?oiU)Us No. ol
and pupils. Nagri pnpib. Schools. pupils. Miiha.’ani panils. 8ohonls. pupils.
M;idrasas. Scliools. School!!,
i
Simla 129 2 47 1] ! 176
1 Ii 1

Sim la .—The name of the best known Moulvi is Abdiissalan}, and thai
of the best known Hakim, Mahbub Ali Shah, who is also an authoi.

The largest maktab is attached to the Kashmiri Mosque; tlie teacher is

HabibnUah ; there arc 20 pupils, and the Koran, Persian and Urdu are taught :
the teacher gets Rs. 10 per men^ 3m in fees from the boys.
There are also 4 Koran schools : 1, in the Merchants’ Mosque, with ti?acher
Hafiz Abdul Majid ; 2nd, in the Old Butcherkha.na, with teacher Fakhruddin ;
3rd, in the old Butchers’ Mosque, with teacher Wali-ul-Husain; 4t1i, in the
F’ osque of Kutub Khansama, with teacher Moulvi Abdussalam.
There are about 10 boys in each, and the only thing taught is the Koran.
B agshai.—There is a maktab in a shop in wliieh English, Uv4u and
Nagri are taught to 19 boys by Manru, w^ho has fair qualifications. He gets
Rs. B from his native pupils and E,s. 18 per mensem from the European pup 's
who read Urdu. The people are generally anxious to learn English and
Persian, but a maktab, complete in all respects, is wanted. There is a second
maktab in the Regimental Bazar, where the Koran and Urdu are taught^
and 10 pupils attend.
SUjJAi’HTJ.—The maktab in Subathuis attached to a mosque, the number of
pupils attending is 30. The Koran, Urdu and Persian arc taught gratuitously
{tisalnillla.il) by Moulvi Kabir Shah and Hafiz Muhammad itusain. In the
Patshala Pandit Shib Dyal teaches Sanscrit and Hindi gratuitou.sly to 12
boys. There is also a Mahajani school where the same Pandit teaches Lan<le
and Sanscrit to 12 pupils.
K a l k a . —Hira, Lai has a school with about 10 pupil.*^, mostly sons of
officials, to whom he teaches English. His qualifications are good ; ho was lioad
master at a Mission School for about 20 years. He gets Rs. 30 ixir ineufrcm.
At another school, a man named Allah .Baksh teaches Mahajani to 35 1)oys.
 ( 89 )

JU LLU N D H AR D IY IS IO N .
JULLUNDHAR DISTJIICT.
G E N E R A L ABST R A CT .

N... of No. of •Vi . of

iiKiktri'u^ Xo. of Siiuscrit and No. of No. of ,, , :rot.i N.,. of
Di.itriof. Gurmuldii Xo, ol njiii
luul impils. pupiln. pu|.iU. Mnhiiiani
Mailnisas. Schools. suiuiols. 1 S.1,0,:1S. i
srioHil.-i

.Ju'llun- 238 2 X !i3 ‘.^4 oOS 50 679 26 879 1 , 3 -iS i

ahnr.
1

JULLUXDHAR.

Ainonj^ the Hakims the most eminent are Ghiilaiu E<asui, llakiiu Alam'.,i)*’
ilakiin Abdarraliman, in the town of Jniiundhar, Hakim Muiininiiiad Airid
Dud Khcin in Basti Nau, Myanji Ivahim Bakhsli, Hakim Shah Miilianiaiad iii
ilasti Shaikh, and Hakim Nur Ahmad and Hakim Muhamnirul Unini* (the
Govern merit employe) in Basti Danishmandan. Among ihe Balds Gr.ripat Itai
ot“ l>asti Glinzan may he mentioned.
Moulvi Muhammad Hayat of Samipur, tiie most: k''.arned mun in t'us
circk;, Moi.ilvi Wali Muhanmiad, the famous preacher, and Atoulvi Xiir iVluiumi-
mad deserve notice.
Among' the Pandit-^. Panslit llanidat, Honorary MagistraU-, and Srijxt.
I’andit in JBasti Sliaikh, educated in Benares and an liei'ediravy scliobir, nre
distinguish('d. Muhammad Salim of T-.astI Glinznn and Barkat AJI Shaiikat and
Mirza Mavvahid in Julluiidhar are said to he poelo.
There is a Koran school in Basil Bab/i Khali v.'itli 35 pupils ^nvuior
Gamikhan), 3 in BasU Shaikh with 37 pupils, 2 in Basil DdiihhnKf 'ntaii witli
2'i, 4 in Basti Ghuzan with 57, 1 in Basil Nau wdth 30, 1 in Ba-'ill MaUa Sah/b
with 3-5 pupils. 1 in Kollah with 20, 1 in Kalmpur with 8, 1 in KInirla with
12, 1 in Warana with 22, 1 in J)okoha with 20, 1 in Badalu with 19, and 20 in
Jitllundhar itself witli 205 piipils.

There are 4<patshalas in Jullundhar, eondnetod l>y Pandit Gokal Cii.uni,

Grammarian, Banarsi Dass, Shiv llani (eertifieate-holdei- ol' the Panjrd) Univ('r-
sity)j and Deva Chand with 13, IG, 6 and 20 [)upiis, ’vsjx'ctively, in .. hich
Logie, Grammar, Medicine, Pharam Sliaster, and ProsoH ; arc faugh!.
There are 4i Mahajani schools in the city of Jnllundhar and one in Basti
Shaikh under Fir Bakhsli, Mayya Das, Jawala Par>diad, llam Sahai, aiulJSnrdhi
Misser with 92, 60, 53, 50, 100 pupils, and lls.5, 5, 12, 1 ]>icc a Meek j)('r boy
as the incomes of the teachers. There are two more Mahaja.ni schools in Ban!/,
Ghuzan and Jamsher under Quthuddin and Karim ]3akhsn itii 1 0 lind 2(>
pupils respectively.
There is one Gurnmkhi school in Lohdr, attached to a dliartruisala, nndcM-
Hari .Das Eaqir, instructing (5 boys, on lls. 25 per annum.
J U L L U N D U A I I C a n t o n m e n t s . —Among the JIakhm. Naimu]la Kh.ui.;;
ditary Hakim, and Ibrahim may be mentioned. MouUn (^udrutu'.luh aiid P(m-
dils Parma Nand and iJam Narayan are also distinguished i'or rh('ir /i]'a*>ic aiul
Sanscrit h'arning respectively. A private return adds the nanu' of j ’.;iba. iShi\ pin i
Baid Sanyasi.
Miiliammad Siddik, a man of good qiialiilcation*^, coiuhu'is a nt.iktaii u iiii
iO pupils, Avho learn Arabic and Persian, and pay !vs. 15 pc-v nuMisi'ni io liic
teaclu'r. There are hcsid('s 3 maktab.s, wiiii 27, 12, and 15 j)U[)ih,; (h.o iu'si ir
conducted b' 'I; .. Oudvutullah gratuitoiudv.
 ( 40 )

There are 5 Koran scliools with 10, 5, 5, 5, and 5 pupils, respectiTC'ly.

There are 2 patshalas in the vSadar Bazar, one of which is conducted by
Gowardhan Dfiss, w'ho teaches Sanscrit and Lande to 25 pupils, and the other
has 14 pupils, wlio pay him 1 maund of flour, 6 seers of dal, salt and spices
valued 10 annas, monthly, and B/S. 25 per annum; and the details about the
other are not given.
Kartarpur.—Among the JPandits in Kartarpur, Pandit Ham Chand, who
conducts a patshala in which he instructs 3 pupils in Sanscrit and gets some
corn at harvest time, and among the Bhais, Baba Hira Singh, and Bhai Ishur
Singh, conducting 2 Gurmukhi schools attached to the dharamsalas, with
o and 10 pupils respectively, are distinguished.
There are 2 maktabs in Karturpw\ one attached to a mosque and the
other to a private house, conducted by Qutab Shah and Ahmad Bakhsh (a man
of good qualifications) with 5 and 6 pupils respectively.. The former has an
income of Us. 4 monthly, and the latter is paid Rs. 5 per mensem by the Guru
of Kartarpur, to whose house the maktab is attached.
A Mahajani school in the town of Kartarpur is under Muhabbat Rawal>
who gets Es. 16 per mensem, and instructs 40 pupils in Maha3ani, Lande,
SaiTafi and IMaharni (explained elsewhere).
B hogpur.— I n this circle there are maktabs in the villages of Chak ShahiAr,
Jamalpnr, Sadachak, Ghori Wahi (attached to the house of the Lumberdar),
Kharul, Dhadh Sanola, ChahirM aild Bastgo, attached to the village mosques
and takyas under Ghulam Muhammad, Nabi Bakhsh, GhuMm Rasul, Khairati,
Nizamuddin, Ruknuddin, Jhundu SMh, and Abdulla, teaching the Kordn
Persian and Urdu to % 3, 4, 5, 3,12, 4, and 5 pupils, respectively.
There is a Gurmukhi school in the village of Sagran Wali^ in which
Bahadur Singh Eamdasya instructs 4 pupils in Gurmukhi, and lives on begging.
The maktab teachers receive nothing in cash, except what they receive
by performing the marriage and funeral ceremonies.
Ad AMPUR.—Among the Hakims in Addmpur, Qutbuddin may be mentioned.
A private informant adds Hakim Budruddin and Pandit Dala Rdm also, as
wejl-known.
In the village of Kapurpind, there is a maktah attached to the village
mosque, in which M.ulk Sh^h, a man of average qualifications, teaches the Kordn
and Persian to 16 pupils gratuitously. Besides, there are maktabs in the vil­
lages of Kalra (attached to the Divankhana of TJtani Singh, under Ata Muham­
mad), Julluwal, Lesriioala, Dliogri^ Karyana, Sagran and Jalba, with 8
(private information gives 9), 4, 3, 5, 14,17, and 7 pupils respectively, in
which the Kordn, Persian and Urdu are taught.
Aldwalxmr has a, patshala in the house of Pandit Maya Ram, who instructs
8 pupils (private informa^nt gives 10) in Sanscrit, and gets something as a pre­
sent when a pupil finishes the Bhagwat. Droli (under Bhai Nanda Singh),
Dmiundha, JPandori and Mander have Gurmukhi schools, with 49,12, 8, and 7
pupils respectively, in which the Granth is taught.
There are Mahajani schools in Ghuryal and Addmpur under Miran
Bakhsh, with 10 and 19 pupils respef tively.
A private return adds Kordn schools in Addmpur (2 schools), Meh~
dipnr, Chuman, Aldwalpur^ Nahlan, Chuharwali, with 10,10, 2, 10,
6, 8, and 5 pupils respectively, a Gurmukhi School in Ghuryal with 10
pupils, and anothev Mahajani sclu-ol in Addmpur with 9 pupils.
The Lumberdars, influential Zemindars and Mahajans of Adampur, send an
application to the effect that they wish to encourage the Yunani system of
medicine, and that accordingly some kind of support may be given to the
physician of their town, Qutbuddin, by the Government.
 ( 41 )

B anga .—In Banga, Nizamuddin, Puna Singh, Muhammad Bakhsh, Kishen

Singh and Nur Muhammad are distinguished Hakims.
There are maktahs in BMn, Khankhdnan, Mandhali and Talyan Unchyan,
conducted by Shah Wali, Imam Shah, Karim Bakhsh and Farzand Ali, witli 12,
20, 30, and 11 pupils, respectively.
The maktabs in Khanklianan and Mandhali are attached to the houses of
lumherdars, who pay the teachers Ks. 5 and 7 per mensem. Besides Arabic
and Persian, which are taught in all these schools, in KJiankhmian and 31andhali,
Urdu and Arithmetic are also taught. Mandhali has also a Mahajani school
with 20 pupils.
There are minor Koran schools and maktabs also in Jandyala, JBanga,
Thandyan^ Lodipur, Batoli and Anokhariodl^ with 10, 4,1, 2, 12, and 15 pupils,
respectively.
Banga has 2 patshalas, and the village of BMn (a seat of Sanscrit learning
in the times of the Sikhs), Khatkar, Bhirala, have a patshala each. Pandits
Arjan, Gopal, Kaka Ram of Bhin, Ganga Ram and Gobind Ram, great Sanscrit
scholars, conduct these patshalas and teach gratuitously Vyakaran, Chandraka,
Logic and Dharam Shaster to 20, 20, 20, 20, and 15 pupils, respectively. In
Musdpur, ^hukri^ Mukandpur,MA Gunachaur, there are minor patshalas with 6,
5, 22, and 6 pupils, respectively.
There are two dharamsalas in the village of Banga, having a Gurniukhi
school attached to each, conducted by Parma Nund Pakir and Bhai Jawahar
Singh, teaching Gurmukhi gratuitously to 20 and 30 pupils respectively. The
villages of JPhiit, Khatkar, Miisapur, Bains, Khankhana and Mehll have each a
Gurmukhi school, with 6, 10, 2, 2, 10, and 20 pupils, and the villages of Binda
and Mehli have Lande schools with 25 and 3 pupils respectively.
RAhtjn.—In Bdhim among the Hakims Myan Hasan Jahanyan, Ghulam
Nabi, Walayet Ali, Moulvi Ghulam Muhiuddin, and among the Baids, Bava
Sukhdeo Nauth and Pandit Bagh Ram Baid may be mentioned.
Bandits Dyal Ram, Maghi Rdm, Khemraj, Jaggan Nauth, Amin Cliand,
Chajju Ram, and Moulms GhuMm Muhiuddin, Maula Bakhsh and Akbar Shah
deserve notice. Bhai Ram Singh and Bhai Dasondha Singh (a washerman),
and Pandit Khemraj are said to be eminent Bhais and a poet respectively.
There are very ^oodipatshalas in Mdhun and Aur, two in the former and one
in the latter, conducted by Pandit Khemraj, Pandit Amin Chand (a certificate-
holder of the Punjab University College), and Atra Brahmin, who teach Vedant,
Astrology, Amarkosh, Bhagwat and Sanscrit Grammar to 10, 20, and 20 pupils,
respectively. Pandits Amin Chand and Atra receive Rs. 60 and 50 per annum
respectively. There are two patshalas in Nawashehar also, under Pandit Maha
Rdm and Bava Mangal Gir, with 7 and 12 pupils respectively, teaching Logic,
Grammar, Astrology and Bhagwat.
There are Kordn schools at Bahxm (7 in number) and the villages of At/r,
Kariam^ Thatiala, Oarhi Fatah Khan, Sawetah, Seikha MazrcHa and Mirpur
Jattany under Ghulam Rasul, Muhkam Din, Abdulqadir, Sayyid Ali, Ahmad,
Ghulam Nabi, Nizamuddin, Hafiz Sultan Bakhsh, Jewan Sliah and Khuda
Bakhsh, a weaver (all men of limited qualifications), with 79, 6, 5, 10,10, 15, 0,
and 3 pupils, respectively. Abdulqadir, Sayyid Ali and Sultan Bakhsh receive
Rs. 10, 15, 24 per annum respectively, the rest having no fixed iucomc.
Gurmukhi schools in the villages of Bhidana, Gurcha, Durgapur and
Chuharpur^ attached to the dharamsalas, except in JDurgapnr, where the school
is in a private house, are conducted by Partap Singh, Saudagar Singh Ivamdasya,
Kanh Singh Kuka and Ganga Rdm Uddsi, with 10, 7, 2, and di pupils, respect­
ively.
In Bdhun Kanshi Ram Brahmin teaches Lando to 30 pupils, and receives
Rs. 50 per annum ia cash and kind. A private informant n\entions another
Mahajani school at Bdhun under Surjan Pandha with 40 pupils.
 i -I<2 )

F[IILL0UK.—Among tho Pandits vawA ll;i,kiuis, Paiuliv Uimuaud and llaklra

Baliadur Beg, of Philloui-, aic noted o>uos.
In tlie villager of Giihaar, is a niiilvtab aMaedvod to tlio villigo
inosquso in Avdiicli (xlmljiin Ja])ba!’ ol' Js viUiuidlnr ti'iaclics t!u^ Koniii, and 1st and
2nd books of Fei\sian, to 5 pupils, and gets about Us. o j>cr mensem.
Ilw'kl lias a school under Nabi B;aiclish (<y//«s’ Naiiak) ]\ru-asi, ayIio teaclios
to 28 pupils Gurniukhi, Lande and SaiiTnil, gettijig about ils. 8 per luensi'ni.
NyiiMAHAL. —Among tho llalaniiSy Hakim Khuvshaid All, a Sayyad oi
Nurraahal, wlio formerly used to ti'ae^ii some pupils, and among tho Pandits,
Pandit Atma Ram and Madlio liam nnay be mentioned.
There is a patslmla attached to a 'Tbalviu-dwara, where ]\Iast llam, diseiph'
of Maiiju Ram Sadh Bairagi, teaches ndigious l)ooks to 25 pupils gratuitously,
being 1 ^aiself supported by the owner' of t!ie Thakurdwara.
A private informant mentions 2 otiu'r patshai-is in N ’upniakal, one
conducted by Pandit Atma Ram and the other by Pandit Ramdat, both being
great Sanscrit Logicians and Gramnnarians, and teaching Logic and Grammar
to 10 and 28 pupils respectively.
Nurmahal has also a Mahajani ss(diool under Eaqir Baklish, son oi' Etita
Jogi of the Malyar Kotla estate, wiliu tO pupils, and jibout Rs. 8 per mensem as
the income of the tcaclu'r in kind anul cash, Anotluir Mahajani school is in
the village of lUlffa, conducted by IVnga .logi of the Malehr Kotla estate, ^vith
70 pupils, and Rs. 7 per mensem in k:ind and casli.
There is a maktab in Taiwan whiicli is conducted by Nur .41i Shah Sayyid
o£ Nurmahal ('svlio, exccpV in matliu'iuatics, can teach to tho middle s(*hool
exauiination standard), teaching Guliistan, Bostan, Madho Ram, and Sikandar-
xiama to 1) pupils on Us. 1 })er mensenn, daily food and clothes,

Nakodau.—Among the liakiiim^i jSIakodar, Gulab Rai, Buddhu Ram and

Karani Ilahi, and among the Pandit&s Pandit Nathu Ram may be mentioned.
In the \dllages of Bitpa R d, C'thah, and Nalcodar, Gurmukhi schools are
conducted by Bhais Kharak Singh, JThunda Singh, and Bava Sunder Dass (men­
tioned iu the private returns onlVp teaiching 20 pupils).
There is a maktab in 31ahatpnr, conducted by Kazi Jan Muhammad, with
40 pupils, and Rs. 4 per mensem as tihe emolument of the teacher.
There are Ltmde schools in Na/kodar and Sa^'ih, conducted by jS’athu and
N ardin, with 10 and 20 pupils resptectively. IS'athu Ram teaches also Gur­
mukhi and Shastri, and has an iucomie of Rs. 4i per mensem.
A private informant mentions one more Lande school at Nakodar, with
35 pupils under Amin Chand.
The second Poli^’e Return adds tthe following Indigenous Schools ~

No. of
Na m e o f Pluco. N am e o f 'Toaclier. Sub ject s taiigbt.
pupils

N ak odai' xVmatiat A l i . . = . 15 Law, L o g ic and M eJiciu e.

M iilia tp u r . . . • H a f i z M u h a i r A i n u n .1 B a k h s b 7 'r h t ' K o r u n .

D itto I P ir B aisiish . . . . 1:3 D itto,

K hurram pur. A h m ad Bakbsb 6 D itto .

: VI D itto.
G obar ,
D itto . . “J Sirdar AH . . . . 10

D itto J 'u iiu lu S h a h , . . . 6

ila su lp u v Iib u i S iia h . . . . ; ;;5 Persian ^ud th e K o r a n ,

T a lw a u d i . . A tn -u l!u b . . . . 5 D itto.
D itto N a !)i B a k lis h . . . . 10 D itto .
D itto M ahr Bakbsb . . . . i 5 D itto .
1
 ( m )

No. of
Nn,tnc c)i' )M:i 'JOilI Subjects taii'rlifc.

Ilooi . ]>iiO!0 Ri i uh Till! Koi'au,

ih'tto (J'tirudiiiu !() j*('rsian.
Saina . ^[ii!!annn:i(i Sluih Tlic Koran.
. Siilijin Dcdli . Jlisln l^akhsh . 11 Di i i o.
AV!n‘i'yiU! M u k l i a i j ! D ia „ 15 Dilto.
U'itto 10 Ditto.
N i'/.airiiH idiii, 11 10 J>itto.
Aziziid.'lii! ;) .Diil.o.
M iiiia ’ !:)!!;!'! i'a k lis h Ditto.
I.la . Nitjvmulti’ ii Ditto.
I"litto J i i n d i ISliah .‘5 Ditto.
jjiia n n id iiin ii Ditto.
Maliunwiil . i\ z rn at A !i T)io Kordii and Persia:!.
Chak IMiigli'ani (ihulain AF ul ia i i U i i u f I !7
Ditto '' . Iniannulihu 7 I'iio Koran.
K]mrshaul|nir S iiilia h u d d in J. Ditto.
Malri „ llahi H a k h s h . 20 Ditto.
^ahai'i AV:ii , Dina. 2 Ditto.
Scl'iU \V;)1 (vhuiain ITasaiii 1.
Ahi \V;il TJniar iMiiciish , 12 Persian and the Korjiii.
Dliiili \VaI . (sanijia l\ain 3 (iurmukhi.
Suiil^av Sukh K lia a 10 Sanscrit.
Ditto (jant»-a Kaia 5 L'itto.

SuAHKOT.—In Myanwali nnionp; lh(' 'Moi.ilvis, Aloiilvi Miiritl Aliniod, n good

Arnl)ic and 3?<'j*sian scholar, and ajvioni-' lUc.; Jlakiins and Pandits llakirn Jan
Muhani3)i:id a^vl Ata AluhaiuPind, and r.andil Laii'n'iinii Dhar o£ Shahkofc and
Pandit Anont K;lm (hoth of iiicni nv() jKxets also) dcsci'vo notice.
In Myanwali Afg'lirinan, Moulvi MOarld Alimod instructs gratuitously !•
pupils val' out>sid<‘rs) in advanced Ai*a1)io books, and feeds them, also from, liis
own pocket.
There is also v. Lnnde school in Sihalikot with 11 pupils under Maula
Baklisl!, who receives i-O casl- and daily food.
In Shahkot there are 2 patshalas; tilic first is attached to the Thakurdwara
of ]J5ava .1iya R-am Dass Sadh, and the secoond is held in the house of the teacher
They are conductcd by Pandits Lachhniii Dhar and Anant Ram respectively,
who teach Sanscrit, Grammar, Amarkosh, and Kavya to 15 and 4 pupils
respectively.

EXTRLA.*
A private return adds Makfcabs im Jadla with 20, Map.jcmr with 20,
Tadimatwali with 15, Barwa with 15, Kh(muu',hu with 12, Ladkana Unoha
with 12, Bahadurpur with 10, Niniatpnr' with 10, ChaHi Nabi Bakhsh with
8, Sham,spur with 7, Ladhmia Jaisimg with 4, Salala with 9, Naglc.a
with 10, Chaugatti with 18, Mcdsian witHi 5, Kanya Riiscdni ivith 27, Bhogyan
with 10, Khairiillakjmr with 20, Jhungiam witli 16, Isewdl with 8, Angi kiri
with 10, Singotoal witii 15, Isniailpur witli 15, BlvJiSiimpur with 15, Vggl with
11, Balohe with 36, Akbcirpur with BO, liCili with 10, Biidamml (2 schools) with
21, Dheryan with 9, Kotli Gazian (2 sclhools) with 18, Guldr with 26, Paryan
kalan (g schools) with 86, Myanwal llayam with 20, Aqilpnr with 30, Bhin with
12, Phrala with. 15, Nhnatpur with 10, 'jTang with 10, Thala with 10, PMllour
with 12, Garlia with 2, Kang Bay an witli 2. Sarkall (2 schools) with 13, J)adu
iral with 8, Gulhmir with 14, JandyaU 'with 6, llaipur (2- schools) with 24,
Kanyana with 5, Ashur with 6, Thnarpmr (8 schools) witli 41, Kot Badal (2

* 1 2 4 r.ohool.'! and 1,407 pupils liavc been added, tc the Jalandhar district in a District Rct’.irn kindly sent bv
Mr. F , D'O. Ballock, tbo iJepnty Comraissior'er. as al^o h schools ana 1X(> pujiils in tiie Tvanjfra district. I
came, however, too late for incorporatioD, in Part H I , whiich coatains the '‘ General Abstract” of the nunibav o
schools and pupils in tl e proviucc.
 ( U )

schools) with 18, Shamsabad with 6, Fatehpur Apra with 15, Dhamdev with'6,
Khanhra with 10, Pholanwala with 5, Kadianwala with 8, Bar sal with 6,
Samiri Tchera with 5, TJdhopur with. 4*, Shahpur with 2, Kanyana with 14,
Sagran with 6, Varana with 15, Talban with 6, Alipur with 16, Tartappura
with 8, Susmnpur with 2, Bagra with 4, Bemheyanwali with 8, Sattarpur with
2, Jugral with 9, Khojpnr with 5, Sattuwali with 6, Awardan with 8, Dhuryal
(2 schools) with 7, Jibi with 6, Kandala with 8, Manko with 8, Alawalpur with
12, Badshahpur with 10, Chakonur with 10, Tirna with 9, Burjeyan kalan (3)
with 53, Mondala with 15, Kalumundi with 10, Salayehvni\i 7, Manuut (2) with
20, Zdhirpur with 4, Sand with 12, Kamalpur with 8, Taran kalan with 1,
Nyadirki with 6, Naurangpur with 6, Sualehpur with 12; Gurmukhi schools in
Bahya with 12, Mahal Khurd with 15, and Sfahajani schools in Jddla with 15,
Maly ana with 5, Bharti Mazara with 15, Sahidpur with 15, Bias Bind with 20,
Jandu Singha with 14, Subhana with 10, Bholur 'with 7, Sher Singh Jut with
10, Thala with 4, Atti with 6, Tarkhan Muzare with 7, Laggar with 6, Bara
Bind (2) with 9, Birh with 12, Dusang (2) with 40, Brulli with 45, Shahpur yfiiih.
11, Bummanda with 9, Kalesian with 6, Lidra with 7, Kukarpind with 10,
Khojpur with 10, Jimdher with 8, Chitti with 12, Kandala with 6; and Sans­
crit schools in Vpra with 10, Bundali (2 schools) with 32, Lasara with 10, and
a Mahajani school in Agilpur with 16 pupils.
 ( )

JULLUNDH AR D IV IS IO N ,
HOSHIARPUR DISTRICT.
g en eral abstract.

No. o f 1 No. of No. of Total

Sanscrit Xo. of No. of Total
M-iktabs i No. of Gurmukhi
No. of Tjande anil No. of No. of
District. and 1 pupiis. and Nagri pupils. pupils. j No. of
Sfhool.s, Mahajani pupils. Indisfenous j pupilM.
Madrasar;. schools. schools. Schools.
1

H osliia rp u r 123 1,395 34 435 86 332 18 252 211 ?,414

]

H o s h i a r p u r C i t y .— Abdulla, AliSher,anclJfaw^»i5 Mian Muham­

mad, Malibub Alam, and Hadi Biikhtiyar and Pandits Narsing Das, KanaMa Lai,
Sukhdyal, Sudama Ram, Ram Rattan, Gobind Ram, Gobind Ram Storia, Kaka
•Ram, Shivdyal and Kanahia Lai are the most eminent. The largest maktab
in Hoshiarpur is attached to a private house. Hafiz Abdulla teaches the Koran
to 25 pupils and gets Rs. 10 per mensem on an average; there are 3 other Koran
schools with 20, 15 and 12 pupils, respectively; 5 patshalas, in which Pandit
Narsingh Das Shastri, Pandit Lakhshmi Dhar, Kaka Ram, Shivdyal, and
Kanahia Lai teach Shasters to 13, 7, 50, 20, and 15 pupils, respectively; 2
Gurmukhl schools attached to the dharamsalas of Gulab Singh and Hardas
Singh with 14 pupils, in which the Granth is taught; and a large Mahajani
school, with 50 pupils, in which Lande is taught. Ata Muhammad is the teacher
of the latter and gets Rs. 6 per mensem. The village Basi Moda has two
maktabs, the one attached to a mosque, in which Hafiz Qadir Bakhsh has 16
pupils, and the other 15. The Koran and “ Fikah ” (Muhammadan Law) are
taught. A private information adds a Mahajani school under Lakkha Padha
with 50 pupils.

Basi Daulat Khan has 2 maktabs, one under Sirajuddin, with 35 pupils, and
the other under Amir Shah, with 25 pupils, in which the Koran and “ Pikah ”
are taught.

Batti 2 with 5; JELorkan 2, attached to the village mosques with 4 ; Badla 1

with 1; Khanur 1 with 18; Pindori Kad 1 with 10. In all these only the
Koran is taught; whilst Persian and Urdu are added in the following maktabs :—
Bi.m Ncm 2 maktabs with 34 pupils. Ehrana 2 with 16; Bohan 2 with
22; Harta 1 with 16; Shamil 1 with 20 ; Phogiana 1 with 20. KardoTchan-
pnr 2 with 11; Sisoli 1 with 10; Moiikhliana 1 with 9 ; Khanora %
with 12 ; Haidarwdl 1 with 14; Bahala 1 with 9 ; in this latter school no
Urdu, but English snd Persian, are taught; has also a patshala with
15 pupils, in which Shastri and Gurmukhi and Lande are taught. Basi Kalan
has I patshala with 15 ; Bijioara 1 with 15 ; Sahari 1 with 15; Nangal Shahidan
1 with 6 ; in the former three, Shastri and the Vedas are taught; in the latter
only Shastri.
Ilardokhanpur^ Chagran and Bahadurpur have each a Mahajani school*
with 7, 4 and 20 pupils respectively, in which Lande is taught. ,
The followins: are Gurmukhi schools : Py,r Kiran 1 with 15 ; Bhago Val
1 with 4; Chagran 1 with 5 ; Muna K'tlan 1 with 15; Ajo Val 1 with 4;
Pindori Bukman 1 with 6 ; Piyal 1 with 10; Bajpur 1 with 16, in which the
Granth and Pothis are taught.
ni
 Thana M a h i l p u r .—Tlie following statement shows the number of Indige­
nous Sehools in Mahilpur.

His
Name uf Village. Name of -Tcaclier. qualifica­ Subjocfe Income ot the
Locality.
tions. §* taught. Teacher.

1. Bafrlinviv . Hamira Fakir Low The Koran Gratintoualy . Attached to the takya.
2. Nanii>lyan . Kangu Uawal Ditto Ditto Ditto " . In the toachor’s house.
3. Taolyan . Dyal Shall Fakir. Ditto Urdu Persian. Rs. 2i per anrum In tho f^hup of Wazera
in oa-sh arul .‘SO lirahmin.
mannda of corn.
4. M oju Miizara . Tnrab Ali Ditto 10 Urdu and the 30 maunds of corn . Attached to a takya.
Koran.
5. Bhaui Ditto 10 Ditto Es. 40 per annum . Attached to tho house
of (}adir liakh.sh.
6. Hakiimsttpnr Iniam Uddi/i Ditto 8 The Koran Efl. 1-8 on each Attixched to the takya
marriage occasion, of O.amu Shah.
7. Aima Jatan Klimar Shah Ditto 16 Persian and the Rs. 16 per annum Attached to the house
Koran. in cash, 40 maunils of Chajju Lumberdar.
of corn and daily
food.
8. Dihana Jan Muhammad . Fair 10 Urdu, Persian, 8 annas per boy.
and the Koran
9. Kot Fatohi Fa czand Ali Sayyad Ditto 8 Urdu and Per- Es. 4 per month
paid by Na-
rayen Dass Sow-
knr.
10. Bholiwal Eathan Mazhar Shah Fa­ Low 30 Urdu and the 20 maunds of corn
kir. Koran. and Re. 1-4 on cach
marriage occasion,
11. Totu Mazraa . Bhai Budh Singh Fair 7 The Granth . Gratuitously . Attached to the dha-
nimsala of Nirmal
Sadh si.
12. Lakhsihan Mmini Lai Brah­ Low 9 Gurmukhi Ditto In his shop.
min.
13. Pinjor Kaiiifiya Singh Ditto 18 Ditto Ditto Attached to a dharam*
Ninnal. sala.
14. Ditto Tara Singh Eam- Ditto 18 Ditto Ditto.
dasya.
15. Jolwcra . Kaiu Singh Sadh. Ditto 2 Ditto Ditto,
1(1. Ditto Xatha Singh Ditto 8 Ditto Food.
17. Kbcra Sam Singh Sadh . Fair 15 Ditto Gratuitously . Attached to a dharam-
sala.
18. Puclinangal Didar B a k h s h Low 12 Lande Es. .30 per anntim
Mirasi. and food.
19. Dhada Pir Bakhsh . Ditto Ditto Es. 48 per annum.
20. Thakarwal Mayya Brahmin . Ditto Ditto . Gratuitously.
21. Jijiin . Dhumar Jati Good Sanscrit . Ditto Attached to a Thakni-
dwara.
22. Ditto Hamira Low 25 Sanscrit and Ditto.
Lande.
23. Ditto Jiva . . . Ditto 8 Sanscrit Ditto.
24. Baryan Bhola Brahmin . Ditto 20 Sanscrit and Ditto.
Lande.

T h a n a M t j b a r a k p u r . —Hakim Kazi Karm Karim in the village JPanjal,

Baid Tulsi Ram in the village Nari, and Pandit Ishar Das in Rajpur are the
most eminent ones in the circle. The village Koneran has a maktab in a pri­
vate house, in which 10 pupils are taught Urdu, Persian and Arithmetic by
Imam Din, who gets Rs. 4<per mengem in cash and his daily food.
Thana Hariana.—The largest and best maktab of this Thana is in the
village Hezam. It is situated in a private house, and its teacher is Rustam Ali,
a man of first-rate ability in Arabic, Persian and Mathematics, having formerly
also held a Government employment. There are 20 pupils, who are taught
Arabic Grammar, Logic, and other mental science subjects, Persian, and subjects
of general use as taught in Government schools. Several boys of the Government
school, desirous of attaining higher knowledge, come over to this school; some
even go up for the Departmental examination from this school. Rustam Ali
takes no fees from his pupils; he has some land and lives on its produce, and
gives food to tlie poorer boys. The town JBariana has two maktabs, 26 boys
attending in both ; Urdu, Persian and the Koran are taught. In the town of
jS'/'rtW are 5 maktabs, 31 boys and 6 girls attending; they are taught Urdu,
Persian and the Koran. Findori Meclo 31icl and Badala Puklita have also
each a mixed school; in the first named, 9 boys and 4 girls attend, and in the
second 20 boys and 3 girls ; the same subjects are taught as in the above. The
following' are Koran schools: Basi Fanj Bhan 1 school with 10 pupils ; Sada
Ilaiii 1 with 9 ; Uaoioal 1 with 3; Talvandi Goni 1 with 13; Jandiala 1 with
10 pupils; Basi Bahu 1 with 10; Nanda Chon 1 with 5; Birampur 1 Avith 3;
Dadnpur 1 with 2; and Basi Ballu 1 with 27 pupils.
One large patshala is in Kariana with 20 pupils, in which Sanscrit gram­
mar arfd classics are taught. Jaiiri and Saida have also patshalas with 15 and
 ( ir )
6 pupils respectively. Sham has a small patsliala where primary books are
taught to 0 hoys, and a Gurmukhi school with 3 hoys, where reading and
writing' in Gurmukhi is tauglit, also a small Lande school with 4 hoys.
Uarlana, however, has two larger Lande schools, with an attendance of 31) hoys
in the two. Piirajatan, Kang, Khanpur, Dhadhhaiod, Giirganwal, Sns.
Saidra, JKirzapui\ Paiijdevta and Khadidla have a small Gurmukhi school
each, in which reading 4iad writing are taught, with 2, 4, G, 5, 1, 7, 4s 4, 2, and
6 hoys, respectively.
Thana Tanda.—The following Ilakims of repute are mentioned : Hakim
Muliammad Shah in Vrmara, Ilakims Kasim, Akrani, Sliahahuddin, and Ghu-
1am Muhammad, in Miani\ M. Muhammad Bakhsl^ in Baipind ; Ahdulla Moulvi
in Talvandi Vadian \M. M. Najmuddinin Tanda\ Ganesha and Sandi in ;
and Uakims Akhar Klmn and Jani Kh^in in Rasulpur. The following places
have maktabs : Avan Kheura Shah 1 witli 3; Raipind 1 with 2; Jahria 1 aaitb
5 ; Kotla 1 with 5 ; Zahura 1 with 7 ; Basi Jalal Khan 1 with 5; in all tliese
the Koran and Persian are taught ; Salimpur and Feroz with a maktab and ?t
pupils each, in w'hich only the Koran is taught, as also at Jalalpur with 2 ;
Ji-hchak with 5; Bahadurpur with 4; Chakoya with 6 : Jcy’a with 8 pupils.
Km'l Khurdy Alipur Madian, and Maghari have each a maktab v/ith 6, 7, and
9 pupils attending respectively, in which Persian and the Koran are taught, and
finally a maktab or rather a madrasah at Tdvandl Vadian attended by 12 puy)ils,
where Arabic, Classics, Logic, the Koran, &c., are taught. A private informant
adds w,ahtabs in Ghilzian with 15 and in Kaluya with 8 pupils, and 'dpalnhala
in Ghilzian with 5 pupils.
Thana N urpur.—The police return mentions one patshaia at the village;
Jatvahar, which is attached to a very old temple ; 10 pupils attend; Dittu Ham
and J a i Di a l t e > a c h ( As t r o l o g y ) Vedani (Pantheism), and (Gram­
mar). These Pandits have no income from the school, and one of them provides
food for the pupils.
Thana A nandpur.—Hakim GhuUm Qadir, Hakims Atar Singh and Kali
Nand, Baids Kirpu and Ganga Earn are the distinguished men of this Tliana.
Anandpur has three Gurmukhi schools, two in a private house and one i]i a
temple. One has 20, the other 40, and the third 10 pupils; they are tauglit in
Gurmukhi and Sanscrit by Hira Nand, Sukhram and Bhai Puran Singh respct^t-
ively ; the first gets Rs. 6 per mensem, the second B/S. 7, and the third derives
no income from his school. Kiratpur and Daroli have also each a Gurmukhi
school with 15 and 4 pupils attending, respectively.
Thana Gadh Devala.—Hakims Umar Bakhsh and Rahmat Ali, Baids ISathu
and Mahant Jairam Das and Pandit Ruld6 Ram are mentioned. Gadh Devala has
a patshaia in a private house, where Ruldu Ram instructs gratuitously 6 pupils
in Sanscrit, Grammar, &c. At Dharian is a maktab attached to the mosque of
the place with 6 pupils who are taught Persian and the Kordn by Kamal I)in.
Thana Gadh Shankar.—Moulvi Muhammad Umar Bin, Hakims Shah
Nawdz (in Gadh Shankar), Muhammad Nawdz (in Pandm), Baid Gokal Chand
(in Saroa), Pandits Rikhi Kesh and Bishambar Das are named as the best
known here. The largest maktab is in Panam attached to a private house,
where Muhammad Nawdz, who is well up in Persian and Mathematics, fair in
Arabic and good in Medicine, has 40 pupils; Urdu, Persian, Mathematics and
the Koran are taught. The teacher gets Rs. 15 per mensem and 30 maunds of
corn half-yearly.

pupils.
Tlie only Gurmukhi school that is mentioned in this thana, is at Moran Vali
attached to a dharamsala, where Natha Singh instructs 10 pupils in Gurmukhi and
religious books; he gets some com at harvest time. There are, however, three
patshalas, one at Sehican in the temple; Pandit Rikhi Kesh, educated at Benares,
well up in Jotish and religious books, teaches these subjects to 10 pupils gi atui-
tously and provides them also\»ithfood; the second at Gadh Shanhar
15 pupils; and the third at Mcthmid Ddni with 7 pupils.
 ( 4S )

Than A Mukerian.—Ganga Ram, Fatih Muhammad, and Sandhi Shuh,

Hakims in Mukerian ; Ibrahim, Hakim in Khanpur; Palu jSlal Brahitdn, and
Ata Muhammad Kazi in Bhangala, Roda Barber in Kali Bag and Tam in Ohiin-
ymi are named as well-known Hakims in the above thana. The largest maktab
is at Jandval in a private house; Amir Ali teaches Persian to 7 boys and gets
30 maunds of corn once a year, and his daily food from Natha Sing, Zaildar.
Arihwaly Sahrakml and Gahlarian have each a small maktab, in which Persian
is taught, and in the first two 5 pupils attend, whilst the last has only 3 pupils
Bhangala Nau with 10 pupils; Panj Dhira with 3 ; Banj Dhira Kalan witii.
3, and Kamloh with 2 pupils, are solely Kordn schools.
Manaar has a patshala in which Shastri (Sanscrit) reading and writing
is taught, with 5 pupils.
Thana Balachob.—Ali Bakhsh, Hakim in Garltin; Ahmad Shdh, Hakim in
ithurd; Musaddi Kdm, Hakim in Gadhi Kamigdyan; Baja Mai, Hakim and
Bald in Balachor; bandit Eup Edm in Sahiba, are the distinguished men of
abore tliana. The largest maktab is at Mander, attached to a mosque; Alah
Bakhsh teaches Persian and the Kordn to 25 boys; he gets 60 maunds of com
per annum, besides his daily food. Faragpur has a maktab in which the same
subjects are taught to 12 boys; the teacher’s name is Jhandti Shdh; he sets
24 maunds of corn and his food. Mandiali has exactly the same kind of
school with 16 pupils, and teacher ^amah Shdh.
Karaor has a madrasah in which Arabic and the Eordn are taught,
atiended by 11 pupils. The following are Kdrdn schools: Medun with 10 j
Ckonkoya with 8 ; Ghamur with 10 pupils. Haaanpur and Burki MugMm
hare each a maktab, in which Persian, the Kordn, &c., &c., are taught; the first
has 8, and the second 16 pupils. Baehauri has a patshala with 5 pupils, in
which Sanscrit is taught; and a Gurmukhi school with 6 pupils, in which poetrv,
&c., in Gurmukhi are taught, ifabha has a patshala with 4 pupils resading Sanscrit.
Thana Hajipue.—Hakims Pandit Jai^pal (in Datarpur), Gokal (in Haji-
lur), Bhai Gyan Sing Oranthi and Baids Kislm Sarn (in Bampur; and Shiv Lai
I in Hajipur) are mentioned. Bhahowlt PatH Semmt Bhaboval, Kattaioalt and
Sahrah nave each a school at the first place with 4 pupils, where Arabic is
taught; at the second place Arabic and Persian are taught, and 20 pupils
attend; at the third the same subjects arc taught, and the number of pupils it
is 7 i whilst at the fourth village Urdu is also added, the pupils attending
being also 7. The teachers of the firat three schools have no fixed income, but
the fourth gets 6 maunds of corn per mensem.
Bepur has a patshala with 6, Bah Lakhm with 14, and Fatehpur with 7
pupils; in these three patshalas Sanscrit and multiplication tables, &c., are taught.
ffajipur has a larw Gurmukhi school with 18 pupils, where Gurmukhi,
the multiplication tables, &c., are taught. Bhar anu sheparian have a Lande
school witn 7 pupils attending at each.
Thana UnX.—Eminent Pandits are Devi Pitta in Kalgrano, Duni Chand
in Sanoli, Gobind Ram in Fanjawart Sukh Deo in Santokh Gadh and Mntva
Edm in Bhabor,
The Police return mentions no maktab in this Thana, but 4 patshalas in
which Sanscrit is taught, 2 at Kalgranot 1 at Meda Majra and 1 at Bhahur,
with 7, 20, and 40 pupils attending respectively.
The last-named place has also a Lande school with 10 ]pupils, hxidi Barhara
and Panjawar have each a Lande school with 6 and 15 pupils attending respect­
ively, and TJnd has another Lande school with 9 pupils.
Thana DostJYA.—At the town Boa^ya are mentioned Pandits Bidva Dhar,
pevi Dial and Gurditta Mai, also Hakim Bdra Mai. The maktab of this place
is attached to the mosque. The teacher Karim Bakhsh is said to be a man of
poor qualifications; there are 26 pupils, and the subjects ta^ h t are Urdu,
Persian and the Kordn. Kmba Kaiihan> prides herself on Hakims Vilayat
Shdh and Shamsdin; the largest maktab there has 25 pupils, and the 2 smaller
maktabs have 27 pupils in both} the same subjects are taught as al)ove
 ( 49 )

At Alampur^ under the dii’cction of the excellent Mouivi Glmhun llasul, is <*i
large mnklab with 40 pupils, where Persian and Urdu are very well taugiit by
him i^ratuitously ; the teacher at Bosuya gets its. 4 per mensem, and the one
at Kasha Kaithan Rs. 2.
Thnkur has also a lari,^(' maktah witli 1-0 pupils ; it is attached to a takya
(Muhammadan Fakir’s place); ^luhamniud Baklish teaches Urdu, Persian and
the Koran; he only gets about 11s. 2 per mensem. SJumglu va\{\ Usman Shahid
have each a maktab, in \v])ich Urdu and Persian are tau^Mit, with 25 and 20 pupils
attending at each seliool. At Vhttuder^ Doghri^ Faiiu BarkatOkUikBhikoicalQXii
maktahs, in which Persian and the Korun are taught to 20, 12, 10, and 5 pupils,
respectively. Tiie only Mahajani school iu this circle seems to bo at tl»e
town Dosuya with 11 pupils, in which Lande, Sanscrit and Aritlimetic are
taught.

pur,
schools in the district would accept
teaching up to the lower school standard of the Educational Dei)artment, and
allowing t leir schools to be inspected by Government Officials, the result
was as follows:—
(1) The Tchsildar of Iloahm'pur reports tlmt there are 11 indigenous
schools in the tchsil. The number of pupils attending these schools
is not given. The teachers of the schools at Haryana and B<isi Biittu,
of 3 schools in the Zaildurship of Medipur, of Biroti, andor 2 schools in
the Zailddrship of Jahdu Kheldn,andall the teachei’s in the Zaildarship
of Khauora, agree to the above condition, ^'111181 the teachers of the
school in Mahtu and Mokdah (where the Lumberdar, Hera Singh, keeps
a teaehcr for his daughter) does not agree with the conditions.
The rest accept tlic Government aid, and will abide by the above
conditions, if the aid given bo not less than Rs, 8 per mensem.
All the influential persons in this tehsil hail the proposal with great
pleasure.
(2.) The Tohsildar of Dosuya reports that the teachers of all the indige­
nous schools in his tchsil agree to accept Government aid, and to,
abide by the conditions stated above, provided that no injury l)e done
to the religious education which they are giving now, and the holiday
in the school be given on Friday^ as it is done now. The Tehsildur
recommends that the teachers applying for the Government aid should
be sure to receive it, as well as those who show an intention of starting
new schools. The Lumberdar and Zaildar look upon the proposal
with great satisfaction.
(8.) The Tehsildar of XJndreports that there are indigenous schools in th()
villages of Anandpur (2 schools) Mirpur, Ohanpur, Eonerati, Meda
Majra, Kalgrano, Bhabiir, Pinjawar, Und, (8 schools) Bila Eamgarh
and Bibrera, altogether 14 schools. The number of the pupils attend­
ing 6 of these schools is not given, whilst the number of pupils attend­
ing the remaining 9 schools is 164. The teachers, Iliranand, teacher
of Anandpur, Jawai Rdm and Amin Ohand of Und, (who, at present,
teach Nagri,) and Alladya of Niirpdr, who now teaches Persian, state
that they can, and will teach up to the lower school standard, and
abide with the conditions of inspection. The others cannot teach up
to the required standard, but have no objection to their schools being
inspected by the educational officers if they be given Government aid.
All the members of Municipal Committees in the circle, and all
Lumberdars and Sahukars approve of the proposal.
(4). It is reported by the Tehsildar of Gadh Shankar that there are 31
indigenous schools in his tehsil, 25 of which have 340 pupils: 19
teachers are Muhammadans and 12 Hindus. Two teacners bem|f
absent, 24 out of the remaining 29 agree to the conditions, and am
ready to take Government aid, whilst 6 refuse to abide by them,
some on account of old age, and some owing to inability to teach up
to the required standard.
 ( 50 )

J IJ L L IT N D H A R D IV IS IO N .
DISTRICT K-ANGRA.
GENERAL ABSTRACT.

No. of No. of No. o f 1 TotntNn. of Total

No. of No. o f ’ i No. of Lundc and | No. of
Maktabs. No. of Sanscrit and Gurmuklihi Indpi'iious No. of
District. and pupils. Nagri pupils. pupils. Maliqj.'fiii i pupils.
scbools. SCOtXllli. pupils.
Madras as. schools. schools. :

Kangra . 14 206 25 4G1 5 85 44 752

T h a n a B a l a c h .—There is a very respected Pandit, Pritam Deo, in

Tarjand, and also a Baid of note, Bishn Deso. [The only school in this Thana is
at Tarjand, which is supported by a missionary, who pays the teacher,
Dhan Sukh, Rs. 10 per mensem, and whoi) gets no other income from the boys.
It has 30 pupils, and Persian, Urdu, Sanscrit and a little English are taught
in it.]
SUJANPUR.—Jairam is the noted and ^experienced Baid of this circle. There
is no niaktab, but there is a Mahajani sc3hool. The teacher’s name is Gota,
and the pupils attending are 20; formerly there were over a hundred. Maha-
jani and Arithmetic, as used by shopkeepers, are taught. Gota teaches as a
charity, as he is a Brahmin, and has therefore no settled income; if anything
is voluntarily given him he accepts it. A private return adds a patshala under
Girdhari Lai with 10 pupils learning Sansicrit.
T h a n a D e e a .—In the village Barum Hakim Chartu Rajput is mentioned
and in Thor Pandit Asa, a Brahmin, wh© teaches Sanscrit gratuitously in a
patshala to 7 boys.
D h a r m s a l . — Hafiz Umr Din, an emiment Moulvi, good Arabic scholar and
Imam of the Masjid of the town, is the tteacher of the madrasah of this place,
which is attached to a mosque and wheere 15 pupils are taught Arabic gra­
tuitously by him. In the village Gardla Moulvi ShAh Din has a maktab,
attended by 10 pupils, in which he teactties Urdu and Persian. He gets Rs. 5
per mensem and food.
JAVAiiAJi.—Pandits Saudagar, Naraiin and Raja Rdm are noteworthy in
this town, as also Baid Brij Lai and Bhai Kirpal Singh. In Bairagpur Pandit
Balbhaddhar is mentioned. The Police returns have no schools for above places.
But the town Jwala Mukhi has a good patshala, where Sanscrit Grammar.gnd
Poefrj, &c., are taught by Raja ]^m . He is paid in kind. This patshala is
attached to a Thdkurdwara and has 8 jpupils. A private information adds
another patshala in Javalaji under Naraye^n Dat with 50 pupils.
In Lahna Singh teaches Landei and Urdu to 12 boys, and in Nagrota
Slier Singh the same to 14 boys. They get about 3^ rupees each. Kagrota
has also a patshala in which 19 boys are taught Sanscrit and Bhasha by
Pandit Ram Kishen, who fjets Rs. 5 per nnensem.
N u r p u r .— Moulvi Badruddin, Panditt Mani Rdm and Hakim Rahman Bat
are well known in the town of Nurpur, w here the first-named is the teacher of
a Madrasa which is attended by 10 boys mnd in which Arabic and Persian are
taught. The teacher gets Rs. 10 per memsem in cash. There is also a patshala
in Nurpur, a charitable institution. Paindit Roda Mai teaches 13 pupils in
Sanscrit, Bhasha and Urdu. Saliul, Nagnota and Landouri have a patshala each,
attended by 20, 19, and 16 boys, respectiwely. The teacher of the first is Pandit
Ramkishen, and of that of the second andl third Bhim Sen and Bawa Mohan Gir.
Sanscrit, lihasha and Urdu are taught. IThe teacher of the ISalial scliool holds
40 ghuraaos of land granted by Govemnnent, and the teacher of the Landouri
school holds 4 ghumaos of land given by the village proprietors.
 ( 51 )
In the village of Gangna, Nand Lai conducts gratuitously a Mahajani
school and tcaches to 14 boys Arithmetic, reading and writing, &c. In Damtdl
is a'niaktab attended by 16 pupils in which Gulam Muhammad teaches Persian
and Urdu. lie gets 5 maunds of corn worth Rs. 3 per mensem.
T h a n a K a n g r a .—Baid Janti and Pandit Mani Ram are distinguished in
this circle. In the village Samloti is a large maktab held in a private house.
Beli Ram is the teacher, and the number of pupils attending 30. The subjects
taught are Persian, Bostan, &c., Urdu, Arithmetic and translation into Urdu,
and vice versa. The teacher gets Rs. 10 per mensem (cash Rs. 7 and kind
Rs. 3). Chair0 and Gorkari have each a small maktab attended by 5 and 2
pupils respectively ; Gulab Din is the teacher of the first, and Aziz Din of the
other one ; they teach Persian and Urdu. Gulab Din gets Rs. 5 per mensem
and Rasad (articles of food sufficient for one grown up man) from one person
and 12 annas from 3 boys. Aziz Din gets Rs. 2 per mensem, food and clothing.
Two patshalas under Pandits Mani Ram and Sobha Ram with 30 and 40 pupUs
respectively are added by a private informant.
T h a n a Low a n . — Hakim Dhanpat Rai, Baid Kirpa Ram, Pandits Goka
Chand, Jog Raj, Kirpa Ram, Dharm Das are the best known in this Thana.
There is no other but a Government school. People teach their children them­
selves in their religion and Mahajani characters.
T h a n a P a l a m p o b e .— In the village Perola Moulvi Akbar Ali (also a
physician) has a maktab supported by Hindoos and Muhammadans, in which
Persian and the Koran are taught to 20 pupils. Akbar Ali gets Rs. 12 per mensem.
Maulvi Rahmat Beg has exactly the same kind of school in Darang^ gets the
same pay, and has 18 pupils. The town of Diwarua has a patshala under Pandit
Dhambeshur Ram, with 20 pupils learning Siddhant Kaumudi, Nyaya, &c.
T h a n a S a r s a r .—The police returns mention no schools in this circle.
Hakim Shib Ram (physician). Pandits Prabhu, Gopala and Sukhaman, Bhai
Charn Das and Gouri Dat Jotishi (astrologer) are of repute in that place.
T h a n a K o t l a .—Har Bhaj is a well-known Baid in the town of Kotla, and
Nabi Bakhsh a Moulvi in the town of Tilokpur. The maktab at Tilokpur is
supported by the Rajas of Bhadu and Kishtwari, who allow the teacher, Nabi
Bakhsh, Rs. 4 per mensem each. It is in a shop ; 12 boys attend, and the sub­
jects taught are Persian, Urdu and Arithmetic. The teacher gets also Re. 1-8
from 4 boys.

T h a n a H a m i r p u r . —The well-known Baids here are : Kahan Singh, Eateh

Singh, Pir Singh Rajput of Dhamaraul, Jawahar Singh. The Pandits, Kali
Ram, Jawahar and Barni Katouch, and Pandit Jaggan Nath of Tikkar (who
teaches 2 pupils) are brought to notice. Pandit Taradat teaches Sanscrit to 25
pupils in the town of Hamirpur.
T h a n a K u l l t j .—Mohan Baid (a Government employ6), Keso, Brahmin,
are brought to notice.
Extra. Patshalas in JSaripur 2 under Mtianand and Bholu with 20 and
25 pupils ; in Guler under Shivdat with 20 ; Dada under Janardhan with 25,
and in Lowowal under Nauranga with 20 pupils, are mentioned by a private
informant. Maktabs ml^irola, Kindor and lilohpur with 21,10and 7 pupils;
patshalas in Ruqyulta, hidra, Fatahpur, Mahal Moryan, and Narmaiid with 36,
12, 8, 25, 12 pupils, and a Lande school in Chinor with 25 pupils are added by
another informant.
 ( 52 )

A M R IT S A R D IV IS IO N .
AMKITSAR DISTRICT.
GKNKRAL AUSTliACT.

No. of No. of I No. of T otal N... of

No. of Sanscrit and No. of
No. of No. of lian<le atul No. of liiilij'l— Total
Pistrii't.
aiiJ .Miulra- puiiilii. Natcri j pui'ib. CiiiriiitikUi
Ecliuulti.
pu{>il!i. ilaliajaui pupils. UiillS No, ol
Bas. i>i.'huuU. I schools. svhoi.ls. |>ii|iils.

Ami'itsar 132 1,795 64 I l,0 0 i 64 1,263 24 793 4.860

AMRITSAR.
The following Hakims are most distinguished in the city of Amritsar:—
Ganga Ram, Kirj^a E-am, iPir Bakhsh, Azizuddin, Khairuddin, Dyal
Singh, Kam Singh, Kishen Rikh, Mian Hisamuddin, Sharfuddin, llarji,
Sarah Sukh Ram, Mangal Singh, Bhag Singh, Muhammad Sharif, Azim>
ulla, Ramkishen, Ramji, Devi Dass, Sukh Ram, Nath^ha Singh, Moti
Ram, Jlwan Singh, Dewa Singh, Hira Singh, Hakim Azimulla, Ram Misser
and Shehabuddin. Hakims Mutiulla and Ilahi Bakhsh teach medicine.
Among the Monlvk^ Moulvi Ruknuddin, Akhar Shah I, Akbar Shah II,
Muhammad Fazl Karim, RasuJ Baba, Moulvi Muhammad Shah, Moulvi Sultan
Mahmud, Moulvi Khuda Bakhsh, Hafiz Ilmuddin, Moulvi Abdulla, Moulvi
Ahmadulla, Ghulam Ahmad, Ahmad Bakhsh, Husain Shah, Hamid Shah and
Moulvi Ghulam Ali Sahib are brought to notice in the police returns. A
private informant adds the names of Abduljabbar, Muhammad Shaft, Ilahi
Bakhsh, Ahmad Baba, Ghulam Rasul, Abdulali Qari, Abdussamad, Amiruddin,
and Ashraf Ali.
Among the Pandits who deserve notice are Pandit Tnlsi Ram, Pandit
Balmukancl, Baij Nauth, Parmanand, Ramdat, Gulab Ram, Kishen Dat, Kaushi
Nauth, Aggaya Ram, Mulchand, Bhagmal Laehhman Da^s, Kishen Chand, Ram
Kishen, Kanihia, Kishen Chand II, Birj Lai, Shibsaran, Shibdyal Amar
Singh, Nardyen, Ramdit, Shankar Dass, Har Bhagwan, Fatah Chand, Thakar
Pass, Kishen Chand III, Gaupal, Beshen Dass and Pandit Devi Dass.
Among Bhais, the names of Bhai Hazara Singh, an author in Gurmukhi,
Bliai Kishen Singh, Bhai Rdm Singh, Bhai Prem Singh, Partap Singh, Atnia
Singh, Rupa Singh, Gopal Dass, Sadhu Ram, Mahesh Dass, Bhai Sudh Atma
Singh, Bhai Ram Chand, and Bhai Partap Singh, are mentioned as most distin­
guished.
A private return adds the names of Pandits Achint Rdm, Kaka Earn I,
Shiv Shankar, Kaka E^m II, Gopi Nauth, Bhagat Ram, Madho Ram, Bansi
Ram, Dhan LiU, Buta Ram II, Kdkd Ram, Ramdhan, Shambu Ram, and Dhari
Lai, as most eminent scholars of Sanscrit.
The follo^*ing are the largest indigenous schools in the city of Amritsar:—
I. Madrasah, attached to the mosque of Shaikh Khairuddin, in the Hall
Bazar, in which 200 pupils are taught the Koran, Persian^ and various branches
of Arabic learning. The staff of the school consists of Moulm Sultan Mahmud,
Head Moulvi, getting Rs. 25 per mensem; Moulvi Khuda Bakhsh, getting
Rs. 15 per mensem; Hafiz Ilmuddin, getting Es. 21 per mensem; and Hafizes
Alim Din, Maliki Alam, and Eahim Ali, getting Es. 6, 5 and 4 per mensem.
 ( 53 )

respectively. The school is established and supported by Shaikh Khairuddin,

merchant and the Anjuman Islamia of Amritsar.
II. The largest JPatshala in Amritsar is conducted by Pandits Aehi iit llam
and others who teach Sanscrit Grammar and Poetry, Logic, Prosody &c.,
to 75 pupils, and prepare candidates for the Pragya and Visharad examinations
of the Punjab University which gives a grant-in-aid of Rs. 10 p^i- nK'iisciTl to
the school.
III. The Gurmuklii school attached to AkaUninga is the largest of its kind,
where Bhai Atma Singh teaches Gurmuklii, the Granth, &c., to from 100 to 150
pupils.
The other indigenous schools at Anuitsar will bo sho^vn in the following
statements:—
A.—Statement showing the minor Kordit, Persian,; Arabic and Urdu schools in the town of
Anirilsar,

Teacher. No. of Incomo.

Locality. pnpiis. Subjects taught.

Es.
1 Katra Bhangyan . RuknwMin . 10 The Koran and Persian 3
2 Mori Ganj Akbar Shah . 5 I>itto . . 3
3 Katra Ahluwalyan Ahmad Bakhsh . 15 Ditto .
4 Private house HTisain Shfih 1.5 Ditto.
5 Katra Mahan Singh llamid Shah . , 10 Ditto.
6 Katra Nihal Singh Hafiis Imam Din . 10 Ditto.
7 Mpsqne „ Pit Bakhsh 20 Ditto.
•8 KiiaBhangyan Kahmun Shafi' 8 Ditto.
9 Katra Karani Singh Ahinadnlla . 25 Ditto . 10
10 iyCosque . . Karim Bakhsh 10 Ditto.
11 Katra Khazana tihuluni Basal . 8 . Ditto.
12 Ifosquo . Fazn,l Din . 8 Ditto.
13 Bluii Sant Singh . Kaycm Din . 17 Ditto.
14 Mosque . • . Jloshan Din . 9 l>itto.
15 Katra DfiW . Hamid Baba 10
16KnehaSai . Abdnssi^mad 12 Ditto . . . 51
17 Bagh: Chttn<3a Bsbld Ahmad 18 Diito , . . 41
18 Baghwala Hosqtie Jlnhammad Hasisan 18 Ditto.
19 Katra Shor SiJngh Ahmad Din • . 12 Ditto.
20 Sultani Wind Gate Mnhammad Siddiq 8 Ditto.
21 Katra Bhangyan Pit Muhammad . 12 Ditto.
22 Katra Sant Singh Nur Ahmad . 25 Ditto.
^ Do. Basant Singh Abdul Majid , 4 Ditto.
24 Do. Sant Singh Aziz Balm . 5 IHtto.
25 Do. Kuzgaran . Chiragh Din 5 Ditto.
26 Do. Sagge Walan Kazi Mihr Bakhsh 9 Ditto.
2f7 Do. Klmzana Musammxit Jan . 2 . Ditto.
28 Ditto. . Karim Bakhsh n Ditto.
29 Do. Ramgaryan Ghiulam Mdslafa . 13 Ditto.
30 Do. Karam Singh Subhan Jiw . 2 Ditto.
31 Ditto . Per Muhammad . 4 Ditto.
SZ Ditto . Ghani Shah . 4 Ditto,
33 Do. Karam Singh Ghnlam Din . 8 Ditto.
34 Do. Kalakm Gbnlain Rasul , 13 . Ditto.
35 Do. Sixki1;)a&dan Mtibkam Din 12 POTsian.
^ Do. Biftgli Singh £«dimatulla . . 7. Ditto.
37 Bazar K a l^ Dteaa NasruUa . . . Ditto.
38 Mosque of Fazal Ali . is Ditto.
^ KarmonU J)eorhi Khnda Bakflh > 10 D it^.
40 Knohe ]^kiman . Ah^ad Shaikh > 6 Tha Koran aiid Arabic Gram­
mar, &o.

S.—Statemnt showing the higher ArahiC) Persidvt: and Urdu Schools in the hion o f Amritsar.

Locality. , Teacher. No. of

pupiLs. Stibjects taught.\ Incomo.

41Kktra9afid . . . . . Monlvi Ghulam All . - . ®t) Tian.slation of the Koren,

EbidiH,. Law, Gtanunar and
Logic.
42 Katia Mahan Singh . . • AbdoUa iftnd Abdnljabbar . 33 Translation, of Koran, j{a-
di s. Law, Grammar, Per­
sian and Usdu.
43 ; Do. AhluWalyan . . Alimadttlla « 14 Ditto.
4^ Ditto . . . . . Mnhammad ShaS, . 6 ■ Ditto.
45. Ma^jid TeUan . . . . . lia'hi Bakbah , . . 4 ' Medians and Persiaii
46 S[atra K^jnued Singh . . . Ahmad Baba , . . . 23 Grammar, &difs. ,.
47 KotwfJi. . . , . . Ghtilam Itasnl Akbar 68 Grainmarj Logic, Rhetoric,
Shah. ■ Translatioii:. of the Koran
aM Urdu.' ■\
48 Kafeea Snltan Mir . . . M.AWni AU Kstri . . 55- Arabic, Perisianund Tjrdti.
49 Jjuji Wind Gate . . . ■. H. A^bilnssamad. . 10 The iKoraiii Per.sian, XJrdu,
Hadi^ and Law.
50 Eatia Eamgariiian . . . Ghnlam Aiunad . . . ’ ■t i ' . Ditto!
5 i Ciank Kirpri . Aaairadfin . / . . 31 Ditto.
52 Elaba Maluut Singh / Sayyid- Ashraf All ' . »1 Ditto.
53 Encha Safyan . . . . Mutinlla . IX) Pprsip.ii, An ';ic, Urdu, t'.jc
KoGtn aud Mcdieiuc.
 ( 64 )

C.—Statement thowing ike vadifinm th town of Amntsar*

Locality.
AtliB^h^ %aI>imamseSi»ora No.<rf Teacher. Income.,
■ jpirlTftWhotiws. ptipilB.
Rb. A. P.
1 E atra S her S ingh • DharBmaala ateW . S& Siri»Bam.
2 GaJi Nawaryan „ Eiunha^ . 18 Permanand.
3 Chauk Fasyan „ . Somokh Singh 10 Dnmah Singh<
4 GaM Mudharyaa . Bharamsala . . * 10 Eanh Sin^.
5 Toba Bhai Salu Bh^ . 125 Bhagwan DasB.
6 Hnkmn Singh BnngaHtiktim Singh . 50 Atma Sin^^h.
7 „ Nnt M?>hlayaii 100 EiBhen Smgh.
8 ,, Ahliiwalyan 8 Aya Singh.
9 „ AnsAdptiryan 10 Atma Siugh.
lOAkhdr&BirhamButa 44. Qopal Dasa, Sadh E&m, Bis-
hanDasa.
11 Afehara Birliam Kikka 10 Ram Singh.
12 Katra Bamgarhyaa I>haiain8ala Bhai Saina 10 Prem Singh.
13Bal)aAtal „ Bhai Binka Singh 12 Partap Singh.
14 Katra Karam Singh S h o p ............................. 70 Sahib Singh . • . 8 0 0
15 Eanak Mandi . 45 Bamchand . . 2 12 0
16 Dhab Sati B^m B haram sala B hai Savasra lUlm 25 Bhagwan Hturi . . 14 0
17 Katra Nihal Singh . Dharam sala . . ShibDass. . . . . 4 0 0
18 Eatra Karam Singh Ditto . . . iS BMi Singh.
IS Katia Elias&Da Ditto , . 10 Afi&at&un.
20............................... Sirdal Singh-ka-D haiam sala TOgitU
* A private infonnant Btate^ that there are 300 D hm aM laa kt A n iltitri ihe names o firU eh , howcrcr, he dpei not mentioo.

D.— Mahajani BshimU in (he citjf o f Amritsar.

No. of
Loa»m!3r. Te&oher. pnpiUi. Bemorks.

1 EatiUi Sahib . Badh»KaadBto as 1 0 0 per mensem iaeoraeof

«hA tea^»<
2 Channati Atari 40 80
8 Qwt4.ki1liilHa . Alii 80
i t
4 Baz&r Kanjraa. HahiBakhdi.
5 Ohanta Ghw . Kal£ . .
6 Namak Mandi . Badri . ,
7 Katra l>nl6 KhndaBaUuih 75
8 Ditto . . 20
9 ChahZargarin . LokiMitih » 25
10 Katra Charat Singh HaridKandul 70
11 Ditto ditto . Shib K«zflar«tt 80
**12 Katra Karam Kngh K htidaAkte 12

*• P w diiB hagw utlteM of la lu m iite hiaeTldciiBS brfom the Bdaeat ienal Coinmiwi«a iMBttOBi U mah^lai^ eehools iiit^ 8dD
pupils.

E.—'Statem^t ahowing the Indigenout SanterU S cM * ^ th dty o f Amrittiir,

wa»awM

Ntuafi d! Tw^er. No. of Snbjeota isoome.

pnpila. taughii.

1 Baiz&r Jaimal L Tnlie4B«a . Qooi k

2 of S h e tL ^ Do. .
3 Do. : Ahlnw:^^ Do. .
4 Do. do. , . Kishen Chand Do. .
5 Do. Bamf^yw . Shibd^ . Do. .•
€ Bonga ttukwrn Singh Agya Bam . Avenige
7 Akhara Birham. Bam Kishen Do. .
8 Do. Malanatod , Kishen Gliaiid
9 Banga Mayanwala . Bin Lai . & :
10 Katra ChjJli Walyan. ShibSaran
11 Patshala . . KanshiNath
12 Katra Dal Singh
18 Bazar Shivdan . Kamhia • Dft. .
14 B^ughan Mandi . Mnl Chand . Average
15 Katra Nihal Singh . TnlsiBam . Good .
16 Namak Mandi . BhowaniDass Do. •
17 Patshala . Bamdat Do. .
18 Katra Bamgaryan . Basdeo Do. .
19 Katra Duld Bam Saxaa « Do. ^
20 Pfetshala . Kanah Chand A T«»g«
21 DitlSo . Srab Dyal . Oood *
22 Ditto . Sant Bam . /
23 Ditto . Yishnn Chand Good . Garsai and Clwadtftk*.
24 Ditto Bomdat \po. ,/ MuktftWU >«a4 Ttdamiew,
tPkttwa,
25 Ditto , Bhiaham
26 Ditto . BaUBwn Average
•ndSoah.
27 Ditto Do., .
28 Ditto . DhUriiol V Do* *
29 Ditto . BfltribeBh^ . Do. »
 ( 86 )

D pnvale return, adds thefbllomng Sanscrit scTiooU.

(a) (6) (e) id) (e).

No. of Income
Locality. Names of teaohers. Snbjeofes of mstraction. of the
pupilia.
teachers.

Namak Mandi Aohint Bdm . Teaches Sanscrit np to the Rs.

Vishdrad standard of the
P. If. College 80
Katra Dal Singh Gopi Nanth . 20 Ditto ditto 10
Saatoksar, Shivala
Sabieni6n-ka Bazar
.
.
.
.
Knslm Chtmdor
Bam Dntt
30 Sanscrit Grammar, Poetry, .10
15 Ditto ditto 20
Gura Singh-ka Bazar, Temple Hari Narayaa. 10 Sanscrit Grammar and Pu­
rina, &.0, . . . .
Laliorf Gate, Satan Singh’ s
Temple . . . . Sw&m( Anant Dass 10 Sanscrit Grammar^ Yedant,
Poetry,, Ac. , . . 10
Phnllan V<la Choafc . B&m Dhan 7 Astrology . . . .
Gur^-koi Mahal Big Dev 15 Grammar and Medical books
(Sanscrit) . . . IS
9 Jama46r-ki HaTeli (near to) . Bdta KAm . 6 Gramn^, &o. 7
10 OharatSingh’ s Katra Sharnbhu Nath 16 Grammar, Poetry, Koosh; &c 10
11 Ohtirasti AtArf. . . Shorn B«.m 10 Ditto ditto
12 AM Valion-U Baz&t . Madho Bim 10 Orammar, Logie, &c.
13 Sultan Vinde-ka Darvaza AtAIJto , 15 Grammar, Poetry, Sdhitya,
&o. . . i . , 10
llktsi Gadhian-ki Bharamsala. Jai B4m 12 GraAunar, Vedant, &c. 10
Maf Sewan-ka BazAr
Kucha Teli, Nimak Maudi
Bassf Dhar 15 Grammar, Logic, &c. . 12
Fateh Chand 10 Grammar, Pnrdns, &c. 10
Charat Singfa (Katra) . Kik& Bam 15 Grammar, Logics &o. . 10
Mochion-ka Bazar, Temple . Thakar Dass 10 Gaanmar, Feddnt, &e. 15
Gandon-ka Bazar, Temple Vishun Dass 8 Graminar, Punins, &o. lO
Ditto ditto 15 Grammar, Fedtinft Ae. 10
Charat Singh-ka Katra . Kikli Bam 8 Grammar, Furdns. &o. 10
Gurd-ka Bazar . . , Dhdri Lai 15 Grammar, Logic, &c. , 10
Jamadarki-Haveli (near) Hari Naradn 12 Grammar, Logic. Ac. . . 10
DUlo-ka (Katra)
PhuUan Vala Chouk
. Fakir <Jnand
K«k®Bdm
10
10
Grommaf, Purans, &c. 8
Astrology (Jotish) 15
Kha2!an^>ka Bazar . . Pulaatj& Qiamnax, ftirmis, &o. 8
Verljhan’s School . Lakhsmian Dass 15 Gramipar, Purans, &o. 8
Dhan Lai . 20 Ditto Ditto
Bhagat B«m . 15 Ditto Ditto

A mritsab, Circle.—Among the distinguished literary men in this circle is

Pandit Jagan Nauth, of MorMpura, who is also a Hakim.
The following villages have Korin schools and maktahs:—
Fatahgarh, attached to the village mosqne, ujidet Bahmatulld, with 10
pupils.
Buthyani attached to a mosque uiider Mohammad Sharif, with 4 pupils.
Tanghdlat attached to a niosque imder Ghulto Mohamniad, with 6 pupils
attached to a mosque Under Pir6, with 10 pupils.
Mmdyala^ attached to ar mo^ue under AJa^i^, with 7 pupils.
The subjects of tuition are the Kordn, Urdu and Persian.
The villages of Dplldy Khdpar iCheni KhaianyaUi GImmanpura have each
a Gurmukhi school conducted by- B Singh, Cliandar Singh, Mangal Singh
and Gopdld, with 8, i2, 5 and 6 pupils, respectively. The teachers are only
given their daily food and corn at ha^est.
YAXSJj WAii,—In Vairu Wdl Pandit Jk*'aiya Dass and Pandit Mahdbali arc
distinguished Sanscrit scholars; whilst among the Hakims Sultani Mai of Vairu
Wdl and Sayyad Barkat AM of Jalalabad and Haldm Ibrahim of Fatahabad are
brought to notice.

The widow of Myaii Abdurrahim, late teacher of a Government school,

Vairu Wdl, teaches the Koran to 20 girls gratuitously. There arc Koran schools
also in the villages of jb’rttja, (4 schools), Fatahabad (2
schools), Khawaspur, Dhunda, and JJAamrTFi*/, with 40, 22, IG, 3, 1.
and 5 pupils, respectively. Persian is also taught in the last-named school.

In this civclc there is one patshala in the village of Fafahahad, in which

Pandit llaja llam instructs 10 pupils in Sanscrit and Gurmukhi,
 ( 56 )

BJianl, Y^Sildl woman, motlicr of Siiii?li, tcaclics Guriiiuklu to 10 girls,

Jlie daiiglitovsot' tliG iVliluwalia Sikjis, i l l tlioir om^ houics intho o(
n])nd nnd Jias a faiv in c o n iG . Isliitr S i n g l l , t e l i s i l d a f o£ Fatahabad, has (‘xerted
iiinisoir mucli on l)cllalf^o{; fomalc cd^ Futahahad lias two other Gur-
niiddii schools w i t h S2 p u p i l s . ;
Giirmiiilvhi schools arc mentioned in the villages of Vmvu JFdl Bavu^ one
with 20 pupils, one with 16, two with 8, and AS'a^fjrar, one
with 8 pupils.
Eatahahad (under Eaja Bxmi Pandit) iand (joyandal have also a Lande
school each, with 20 and 4 pupils, respectively.
GiiURANDA.—Tlie distinguished Hakims in this eirclc who deserve noticc
are Hakim Ilahi Bakhsli o£ Sarai Amanat Khun,^ Sardar Ali and
Kizamuddin in llangar, Uira Jpgi, and Mahamdi Jogi of Dhoi, and Mahamuddin
ol; Gandiwand, , "
Among the Pandits, .Pandit Hira of Ghurahda, Pandit Karsing Dass of
Bliagnd aitd Pandit llamchand may be njciitioned.
A private info'rinant adds Moitlvi Nizamuddin and Bhai Sahdu Singh.
Inhere arp inaktabs in the villages of Clmnha, Dlmya and IBurj.
The first maktah occupies the desei*ted house of the Government, school, in
which jitaula Bakhsli teaches 9 pupils. Inayetulla, teacher of Dhuya maktab,
t(?aches 5 piipils and receives Us. 6 per mensem. Th« maktabs in Chamba and
Burj, under Nizamuddin and Hafizulla respectively, are attached to mosques,
have 4 (private informant gives 12) and 7 pupils, respectively. A pri­
vate return adds two maktabs in Sarcti Aviidmt and 6 pupils
under Moulvi Is izamuddin and Hakim Ilahi Bakhsh, respectively. The si^)|ects
taught in all these schools are the Kordn, Urdu, and Persian, and Arabic and
Persian in the last two schools.

Bhai Sahdu Singh conducts a Gurmukhi school attached to a dliai^nisala

In Sami Anicumt KJidri, and teaches Gurmuklii to 14 pupils, who give him bread
and clothes.
The other Gunnukhi schools in this circle are as follow:—
Place, Teachers. Number o f pupih,
1. Dhund Crobiad Bakhsh . ' . . 30
2. Bluicliar Harnara S ingh . . . 12
3 . Gandiwand Sant Singh . . . 2(J
4. Atari Dula Singh . . . 5
5. Daoki Prem Singh . , . 3
6. Phnsa Bhai K^m Siugh . . . 8

Bhai Sant Singh of Gandiwand teaches gratuitously and holds lOQ bigh^ of
land in the village of SiiJcar Chah which he inherited frdia Guru Hira Bass.
His school is held in a Gm*udowaru Which has a garden also with it. BavaNihd/1
Singh living in the Gdrudowani practises Yunani medicine.

There are Lande schools in the villages of JPul Kanjri and JBhagm Kalan.
mider Ali Bakhsh and Misri Dass with 11 and 9 pupils/and Es. d and 5 per
mensem as the incomes of the teachers, respectively,

S a e h a l i . —Sakim Aladiya, alias Chuhd, of Naushahra Panwan and

Heniraj of Jama Rai deserve notice.

In the village of attached to the dharamsala of tlie village, is a

maktab in which Pir Shah, a good Persian scholar, toadies Gulistan, Bostan,
Urdu (and also arithmetic as in Zubdatulhisab) to 15 pupils, md receives
75 niaiinds of corn and Rs. 12 per mensem in cash.

An a])plication from the teacher, signed also by all lumberdars and influen-
t;a! men
Licn of the village (all Hindus), asks for Government aid.
 ( 57 )

Kot Mohamad Khan has a patshala, attaclied to the Devidowara, where

Bava Hira Dass of average qualification teaches Sanscrit to 8 pupils, on E-s. 4
per mensem. There are Gurmukbl schools iu the villages of Dhutyan and
JUurhana, attached to the dharamsalas, in which Bhai Prem Singh and Bhai
Shdm Singh teach Pothi Panjgaranthi to 10 and 7 pupils, and receive Rs. 5
and 3 per mensem, respectively.
Sirdar Bakhsh conducts a Lande school in the village of Munda with 15
pupils, and B/S. 8 per mensem as the tuition fee.
J a n d y a la .— Muhassamura and Mannawala have each a maktah, under
Ghulam Husain and Gulab Ali Shah, men of good qualifications, who teach Urdu
and Persian to 8 and 9 pupils, and receive Bs. 4 and 6 per mensem as their
income, respectively.
In Jandyala and Mondala there are Lande schools, one in each, with 25
and 30 pupils. Kishandyal of and Hakim Ali of 3Iondala, who con­
duct these schools, receive one anna monthly per hoy and Bs. 5 per mensem,
respectively.
Khungal.—^In the town of Majith^ Pandit Bhowani Dass, a good Sanscrit
scholar and astrologer, w^ho practises also in the Hindu system of medicine, and
Pandit Mayya Das among the Pandits, and Gurdit Singh among the Bhais, are
brought to notice.
There are two patshalas in the town of Majith, conducted by Pandits
Bhowani Dass and Mayya Dass, alluded to above, who teach Sanscrit (Purans
and Vyakaran) to 12 boys (each having 6 boys) gratuitously.
Majith has also three Gurmukln schools, attached to dharamsalas, under
Bhai Suchet Singh, Deva Singh, Gunda Singh, wdth 8, 6 and 5 pupils, respectively.
Maniwal also has a Gurmukhi school under Jawahar Das Sadh with 18 pupils.
Gurniukhi, Pothis and the Granth are taught in these schools.
There are 16 maktabs in tliis circle, the details of which are given in the
following statement:—

Teacher. Subjects taught. No. of E em abk s.

Place. pupils.

1. Ajayebwali Ibrahim Urdu and the Koran 10

2..Nag Ata Muhammad . Do. and Persian. 12
Boys Girls
3. Dudyan . Abdurrahman Do. and the Koran 4 a
4. Hamza . Mohkam Din Do. do. 5
5. Lurfak . Tmii.iini All . . , Do. and Persian. 15 5 mds. of corn month­
ly is tho iiicoiiio.
1 iBhoi Daas. (Urdu . 12 3-12 per nionsem.
6. BhuUuwal 2 Akbar Shah (The Koi'an 6 1
7. Jajnwali Mnfti . . 1 Urdu . 12 14 nids. of corn in
Boys Girls sis months.
8. G(OBaI Shah Din The Koran 6 3
9. Bakurpnr Qutabshah 1) 0 . . 5
JO. Nanel Bahimnlla Do. . 12
11. Sapariwand Karim Bakhsh Do. . 5
12. Bhuggewal Shumsttiddin . Do. . 5
13. Iiohau Kalan Chatagh Ali . Do. . 8 4 por mensem.
1 Muhammad Ashraf 10
14. Taritii Do. .
2 Ghnl'Bm Muhammad } 10

T a r a n t a r a n .— Pandit Mayya Dass of Tarantaian is a distinguished Sanscrit

scholar.
The largest maktah in this circle is in the village of Bhnlar, attached to
the village mosque, where Shahahuddin, a man of average qualification, teaches
Persian and the Koran to 19 pupils (a private informant gi^^es 45 pu])ils, ta Iio
learn the Kordn, Persian, Urdu and Arithmetic), and pay the tcachor Be. 1 por
mensem with daily food.
In Tarantdrdn there is a Gurmukhi school, nttaclied to a dharaiUvsala
conducted by Bhai Jiwan Singh, with 12 pupils learning Guraiukhi, and a
Lande school, under Maula Bakhsh with 30 pupils, Avho pay their teacher
P
 ( 58 )
Es. 10 per mensem. Another Lande school in Kol Dharam Chand has 5
pupils only.
The following statement -will show the minor maktabs, Koran schools, and
Gurmukhi schools in this circle;—

EOBiN BCHOOIiS AH1> UAKTA^S. Gubmukhi schools.

PtAC®,
■s| • si • si
SnIiTjeot of tuition. Subjects tangbt.
^ o, JZi §,
^ i ^ 1

1 3 Beading and writing 2 5 Beading and writing.

Piddi. . . . . 1 2 Ditto.
Bhnjyan . . . . . ■■'8 Koran . . . Ditto.
1 8 Do. and Persian . 'l "7 Ditto.
Lalpnra . . . . . 1 4 Ditto.
Wain Pain . . . . ... 1 2 Beading and writing and
arithmetic.
P e d r i ................................ 1 6 Persian . . . . 1 8 Ditto.
Pinjoia , . 1 8 Ditto.
Jhabhal . . . . . ' 1 5 Ditto.
Pindori Gola . . . 18 Eor^n and Persian.
1 8 Koi-^n . . . . .
1 8 Urdu . . . .
Batol . . . . . "l ■■'g Beading and writing.
Pindori Hasan . . 1 3
Keronwal. . . . . 1 6
Shaikh Chak . . . . 1 "4 BTor&n . .
.

Lopoki.—‘HaHm Zainulahidin, Moiilvi Abdula of Suryan, Pandits Gunga

Edm of KakaVi Amin Chand of Phalluwaly Chand of Qhnuganwa^ Ei^mdiita of
and Bhag of Manj^ and Basantman and Mula of KohaJa, ai^
distinguished among the Hakims, BaidS) Moulvis and Pandits of this circle.

There are the following maktabs in tliis circle:—

1. Manjhi with 40 pupils under Karim Bakhsh (a goodv Persian scholar),
who receives 25 maunds of com per annum.
2. Kama»hi, with 10 pupils under Haidar Shdh, who gets 20 xcia^ds of
comperannnm.
3. with 15 pupils under Umar Bin, on Rs. 3 |>ef ttien8en4.
4. Phalluwali with 25 pupils under Imain DiUi who gets c«>m at harvest as
the tuition fee.
The subjects of tuition in these schobls are-—the Kor&i, TJrdu-ki Pahli,
Urdu-ki Dusri, Dusturussibyan, Insha Kh^mi, Harkaxan^ Gulistan, Bostan, &c.
A private informant mentions two more makte-bs in and Kakcet^
under Mian Hanif and Muhkam Din with 10 aiid 85pup3s jfespectively.

The villages of JOiniU and Khyala have each a Mahajani school with
15 and 12 pupils, under Umar Din Jlnd Karim Bakhsh, respectively. The
monthly income of the teachers is Es. 3 per mensem each. These Lande
schools are only temporary. The teachers make a kind of contract ivith the
parents to make the pupils go through a fixed course within a fixed period of
time, after winch they are at liberty to go to another place. Mmjh \\2i% a
Lande school under Sheikh Dit with 15 pupils.

W a z i r F i n d .— ^Among the Sakima, Qada-dli Shdh of Divala, and among the

Saida, Pandits Gauri Shaiijbu* of Piroman and Mayya Dass of Kalyar Ghuman,
deserve notice.

JBkai Sukh Edm Dass md J^andit Gobind Edm, both of Mehta, are distin­
guished.
There are maktabs in the foUoTnng villages:—

1. JSirJAa/Z/ff, under Miran Bakhsh, with 6 pupils;

 ( 59 )

2. BoMa, under Sayyid Imam Ali Shdh, with 6 pupils.

3. Ghima Bahta, under Sayyid Amir Shdh, mth 16 pupils.

The subjects of tuition in thfese schools are the Kordn, Gulistan, Urdu-ki
Paliii and Dusri Kitah. The teachers of the schools Nos. 1 and 3 have an in*
come of lls. 1 and. Ils. 2-8 per mensem, respectively.

The villages of Piroman and Mehta have a patshala each, conducted by

Pandit Gauri Shankar and Pandit Gobind Ram, both good Sanscrit scholars,
teaching Vyakaran, Garar and Prem Sagar, &c., to 7 and 10 pupils, respect­
ively.

There is a Gurmukhi school in the village of Sifhala attached to the

village dharamsala, in which Bhai Prem Pass Sadh instructs 6 pupils^ in the
Panj Granthi, &c.

AjnaJ/A.—Pandits Gobind of Ajndla, Gunga Jawola Dass, and Jagan

Nath of Jastarwal, and Atma Bam waA Tliakarl)ass of Bamdas, are distinguish­
ed for their Sanscrit learning. The Hakims who deserve notice are the follow­
ing:—Sher Ali, Hakim of ^olian, Muhammad Bakhsh, Hakim qf Raja Sansi,
Hakim Nizamuddin and Buddruddini both brothers, have the ^o^l reputation
of being g(H)d physicians in this circle.

The following statements wiU show the number of the Kordn schools^
maktabs, Gurmukhi schools in this circle

Teacher. No. of
PliACB.
pupils. Snhjeots tanght. Income of teacher.

I. Balbaw. N a ^ Ali IQ The Koi4n and Urda-ki

Pahli, &o. . 1 maund of com per a^nnm.
per boy.
2.
3.
• • -
(Jtujt»r«»l)
4
11
The Kor&n.
J>o. . . .
4. B^wala ' .. ^ . - 8 Do. . . . . 4 matindsof ooni per an-
nnmpwbojr. '
5.'TaIyfaadi • • > Hjirl^aean . Do.............................
6. Jaa1»rwtd . . • • * 15 Do. . . . . Bs. 4 per menaeu.
iGirls.
13
7. Jhadir - . I^iralla . , . 6 Do. . . . . Bb. 1 per iumnm per boy.
S. DytJi Baoghran. KftfSio. Bakhsh Do. . . . .
9. Bamdas . NN^nddin, Mostiakim,
iKnliainmad Bychsh . 34 Do. . . . .
10. Sinjfpnra ’ JlWoQ Shah . . 10 Do. . . . . D^ly food.
11. Sbalij^ur . . ^eShah. . . . a Do. . . . . 12 nurands dl com per
muifiJQ*
12. SataQgdi Qntah Shfih . . . 15 Do. . . . .
13. Sidhar . : Badruddis . • 6 The Eor^n, Urdu, Per­
sian . . . . 3 mds. of com per annnm.
14. Sahuwil,. . AmirSiUchsh . 8 The Korin . . . . Daily food and 6 mds. of
com per annum.
15. AdHwaOa^ . Mohamtnad Bakhgh . 7 The Kor6n, Urdu, Per-
siani .. . 7 maunda of com.
^KoUiZeW . Ghalam . Din Charagh
Shah . . . . The Kor&n . 1 loaf per boy erery week.
n. • Said Shah . . Do. . . .
Daily food and 8 maunds of
corn per annum,
K. Faohhi iirigal . Muhammad Bakhah . 11 Thj^’Eohln and.Urda . DaQy food and 11 maands
of corn per annum.

Gurmukhi ScKooIm.

Sidhar . . . Suih Siiigh . . . 6 urn>ukhi . . . i 3 mds. of com per anausb.

jtdliwaJa . . . . Naur^g Singh . 9 Ditto . V . Daily food.
Fatahwal Gurdyal Singh (ITdaai). 6 Ditto . . . . Ditto.
Lakhuw^ . . . Dwan Singh (Nirmala). 5 Ditto . . . . Ditto.

Teachers Nos. 5,11,12,13 ha,ve muafis c f 3, 3,16 and 5 bighas of la:^^

reapet^yely. Teachers Nos. 8 and 9 (Miistakim) are weavers, and therefore live
on their profession. The rest are mullas of the mosques and are given a
mafris^e f€^ from As. 8 to Be. 1-8, and fees occasion of death and birth*
 ( 60 )

A M R I T S A R D IV IS IO N .
SIALKOT DISTRICT.
GENERAL ABSTRACT.

No. ef ICo. o f No. o f

No. of No. of Lande and Total No. of
No. of No. of No. of,
District. inaktabs SSDscrit and
pupils.
Gunnakhi pupils. .Mahajani pupils. ludi^erions Total No.
o f pupils.
and pupiU. ^B5rri Schools.
schools. schools.
Madrasas. achools.

Sialkot . 455 5,355 14 352 29 394 30 612 528 6,513

SiALKOT.—THe names of tlie following Hakims, Moulvis, Pandits and

Bhais are mentioned in the Police and District returns as deserving notice :—
H aki ms.— Inmmuddi n, Shdh Mnhammad, Sher
Muhammad, Hakimuddin, Patah^iaj Hakim Bora, Hisamuddin
and Muhammad Bakhsh.
Sirajuddin.
Chatti Shaikhdn.—Mubinuddin, Karam Ilahi.
Fura -MouItI Abdulhakim.
JBatias.—Hasan ©in.
JPhagwal.—jauhar Sh^h.
Mamza G?fcai^s.—Karam Bakhsh,
J&M^e^r.—Ghul^ni Muhammad.
J*anchffram,-*-&hQiiyi^.
Saulehpur.—lsm^0,
JPiKrtanwaU,—^Deri patta.
i«toaw.-^AhB£iad Ali and Farzand Ala.
iii«<7M«m.r--Mukanda, Prem Singh.
Moulvis.— Ghuldm Husain, Karam Ilahi, Abdulla (who is a
physician also), Ghaus, Haji Abdulla, Hafiz Sultan, Ataulla, Myan Husain,
Karajii Ilahi, Muhammad Alim, Abdul Hakim (son of Mo^vi Muzammil),
Muhanimad Hasan, Mir Hasan (teacher of the Mission school).
Sialkot Cantonments.—Moulvi Pazli Ahmad, Moulvi Mubarak All.
Ballanwala.—'Wihdh Shdh.
Fhagwal.—Muhammad Ali.
Butar.—Shahnawaz, Buta,
Pazla, Nur Ahmad.
Lordhri.—Shahab Din.
Addlat “Ali Muhammad
Churydn.—Shah Muhammad.
P andits.—i^m/^o^,---Hera Nahd, Ganga Rdm, Lekh Rim, Kaka Ram,
Badri Nath, Damodar Dass, Mathura, Chakarbhan, Narsing Dass, Devi Dass*,
Mul Raj, Bhawania, Oanpat, Harya, Kashi Ram, R^mchand.

Sialkot Cantonments.-r-Z^i BhagWan,

CJiatti Shaikdn.—Bam Kishen, Gaukal.
Rajrup.
Mani Karan, Mathura.
Ajmalpur.—Gunda, Lalman, Jagat Ram.
 ( 01 )
Biiais.—Sialkot.—Wazir Sini^li, Karam Sing-h, Gan^a Earn, Bhag Singh,
Mclitab Sink'll, Asa Sini^^h, Sundar Singh, Nilial Singh, Gurdat Singh, Ittar
Singh, Ganda Singh.

JPartanwali.—Bhai Mnl Singh.

Kotli Luhardn.—Bhai Arjan Singh.
Samza Gham.—Nihal Singh, Jagat Singh.

P oet.— Smlkot.— Tsliq Pccha.

The number of Madrasas, Maktabs and Koran schools in the Sialkot

town and circlc and particulars regarding them are given in the following
statement:—

Locality. Teacher.
1
No. of pupils. Su>)jecta taught. 1 Income of
! teacher.

Siallot City. j Es.

Moaque of Masons Fatnh Din . . - . 10 Persian and Arabic . . : 20 per annum.
„ of Bhiitta Fahi'm Beg . . . . 20 Do. do. 25 „
„ of Pura . Nuriiddin . . . . 20 Do. do. 30 ,,
,, of Shah Eanjha Muhammad Akbar . ; 10 Do. do. 20
„ of Ghulam Ali . Quari Sahib 16 The Koran .
Private houso of the teacher Niir Bakhsh 25 Persian and the Koran . : 50 per annum.
Jlosqne of Bena . Husain Bakhsh . 18 Persian and Arabic 30
Old iRosquo . . . . Kavam Ilahi 30 Do. do. . . I20
Potters’ mosque . . Hafiz Sultan Ahmad . 12 Do. do. 20
Afghans’ mosque . Luqman . . . . 12 Do. do. 20
Millers’ mosque . Haji Abdulla 30 Do. do. 40
Ciirpenters’ mosque^ Hatiz Ilumiddin . 10 Do. do. 15
Alosquo of Shah ('hyiia Ahmad Shah 30 The Koran , 60 ,,
Grand mosque Hafii; Sultan 30 Do..................................... 50. „
Mosque of Allalok Hafiz Fazaldin . . 20 SO
School ot BaMt Kh&TV. iMoulvi Ghulwa Hwsaiu 15 Persian and Arabic 96
Mosque of Afghans ' . Rahem-ulla . . . . 10 The Koran and Persian . ; 20
,, of Kurha Kashmiri . Karam Din . . . . 20 Do. do. . . 140
„ Kabutranwali . Moulvi Husain . 14 Persian and Arabic . . j 38
Tailors’ mosque . Hafiz Hakim-ulla 10 The Koran . . . . j 20
House of Deputy Wazir Ali Moulvi Karam Ilnhi . 20 Arabic and Persian . . ' 60
,, of Mir Mazhar Ali . Eahim Bakh&h . 16 Persian . . . . 144 „
Mosque Kuujriwali Myan Haji . . . . 20 The Koran and Persian 40
Girls. Boys.
Goldsmiths’ mosque . Fazal Din . . . . 4, 4 Persian and Arabic Food.
Mosque of Kashmiris . Ghulam Muhammad . 0 6 The Koran . . . . Do. .
Arain’s mosque . Sultan Shah. . . . 0 2 Do ..................................... Do.
Molyan’s mosque. Nur Hasan . . . . 5 0 Do...................................... Do.
Biba mosque Husain Bakhsh . 0 9 Do...................................... Do.
Yati'm Shah’s mosque . Amiruddin . 0 5 D o . ................................ Do.
Mosque of Chuna Sazan Nizamnddin. 1 2 Do...................................... Do.
„ of Kakki Zaiyan Imamuddin . . . . 0 4 Do ...................................... Do.
Mason’s mosque . Nabi Bakhsh 0 7 The Kor^n and Persian Do.
Madrasa Bahar Khan . Ghulam Husain . 15 Arabic and Persian 96 per annum.
Sialkot Cantonments.
Sadar Bazar . . . . Ali Muhammad . 16 The Koran . . . . 3 per mensem.
Lai Kurti . . • . 5
Sialkot Circle.
Snrhali................................ Fatah Din . . . . 10 Arabic and Persian.
Daluwali . . . . Shah Muhammad. 32 Do. do.
P i t s a r ................................ Ghulam Husain . 20 Do. do.
Baoran». . . Shahab Din . . . . 17 Do. do.
Gulpar . . Bamzan Ali . . . . 15 Do. do.
Tepra''.. . . . . Nur Din . . . . 35 Do. do.
Zahiira................................ Barkat Ali . . . '. 25 Do. do.
Phajrwal................................ Muhammad Ali . 11 Do. do.
Uohadpur . . . . Zahiir Din . . . . 31 Do. do.
Muzaffarpur . . . . Ghulam Mustafa . . 12 Do. do.
Channunmon. . . . Nur Ahmad . . . . 14 Do. do.
Panohgarain . . . • Shah Sawar . . . . 22 Do. do.
LarakMwal . . . . Pir Bakhsh . . . . 29 Do. do.
Kharota................................. Muh^ nmad Bakhsh 11 Do. do.
Dholi Chand . . . . Taj Dili................................ 12 Do. do.
Laghwaa . . . . GuIabShBh . . . . 15 Do. do.
Gondal . . . . Hayat All . 18 16 per annum.
Adlakh . . . . 2 The Koran . . . . 4
Gadara . . . . Nur Ahmad . . 4 Do...................................... 8
B u t a r ................................. Ghulam Mahammad . 14 12
Partanwali . . . . Amiruddin . . . . 13 Do. . . ,. 16
Kotli Londi . . . . Ni zamnddi n. . . . 11 Arabic and Persian 10
Waryam . . . . Nazar Sh«h . . . . 5 The Koran . . . . 10
T a t t i ................................ Dmnddin . . . . 5 Do...................................... 10
Pannnwal . . . . Muhammad Bakhsh . 39 Do...................................... 8
Channkpur . . . . Eamddin 5 Do. . . . . . 10
Malohhan . . . . L a h a ................................ 4 8
K a l a ....................................... Ramzan G 8
Ballanwala . . . . Wahftb Shnh. 5 A rabic................................ 10
Wairam................................ Hasanuddin . . . . 10 Arabic and Persian 14
E a d a s ................................ Dasondhi . . . . 6 'i'ho Koran . . . . 1-2
Adlakh................................ Abdulla . . . . 4 Do. . . . . 8
Kotli Luharan Ahmad Din . . . . 3 Arabic Mediciiio . (! .,
 ( 02 )

Name of placc. Tcaeher.

Kotli Lnharan, weatern Hasan Muhammad

Ditto d Ohaiis .
-Ditto di Abdnlla
Ditto d Oulali Shiih .
Ditto d Abdurrahim
Ditto d tCauihca Sin^fh
Unih Ilahi Bi.kh.-ih
La,ii«rrval Haziirnddin .
Iviiki. Wall Qadir Bakhsh
ChunuMi Jhihammad Sh^’h
Sai<liin Willi . Addulla
Lakka Gadh . (iadir Bakhsh
KotU Sura Singh Ghulam Muhammad
Anjntar . Hasan Mnhanimad
Hiiniza Ghana Ivaram Bakhsh Persian
Ouivar . Moran Bsikhah Do. .
Jlandi Mandal Rnknuddin . Do.
Snalohpnr Ahmad Bakhsh . Do.
Kauffpwi’S' Tho Koran and Persian.
Pina Nika (3 schools) Ditto.
Slyanapnm (2 schools) Ditto.
Pura Heran .

QurumhJd, Sltastdy Mahajani and Lande Schools in the Slalkot Circle.

110 I^ n d e .................................I 180 per annum.
Bakhsh.
Chatti Shaikhan Eamkishcn and Gaokal 18 Do.
Kechhai’a E a ^ i Shah. . . . 20 Do.
Chatti Shaikhan 35 Do.
Apjuki Moti Singh . , , 12 Do.............................. 12
fti'chhara 40 Gnrmukhi.
iiialkot . Pandit Bamchand 5 Sanscrit and Gurmukhi.
Ditto Gobind B4m 12 Sanscrit Grammar, &c.

A private return adds the following indigenous schools to those already

mentioned:—

Maktabs
Name ot Village. and No. of Subjects taught. Pat. Xo. of {(liirrau- 1 No, of ! Maha- Xo, of
Mad- pupils. sbalas. pupils. :1sukl'i- 1 jni.i
rasas. Uools. pupils. jsoliouls. pupiW.
1
Chiravbala 1 7 Arabic. 1
Hadali . . . 1 5 *•«
Lapewal 1 12 !
Khanna . . . . 1 5 Aj-abic and Persian. 1
Sliiazzamab^ . . . 1 o Ditto.
Moongai’ . . . . 1 13 Ditto. •••
Ohak Sader 1 7 Ditto. ...
Kbutiki . . . . 1 8 Ditto.
Kot Phokran 1 5 Ditto. 1 ...
Kot Kjiraii Bakhsh . 7 1
1 Ai’abic.
Nagx'ir . . . . 1 5 Ditto.
Sauiail Awan 1 4 Ditto.
Raipur . . . . 1 5 Ditto.
Dheva Sindh 1 4 Ditto.
Kieli , . . . 1 6 Ditto. 1 “*
...
J^huni . . . . 1 11 Ditto.
(iujvanwaW 1 8 Ditto. i
(Juna Kalan 1 12 Arabic and Persian.
Sahuwali 1 10 Ditto.
Lakra (Khurd) . . , 1 5 Arabic.
Lakraburji . . , 1 5 Ditto.
Kotli Koka . . 1 13 Ditto.
jVIirza . . . . 1 26 Arabic and Persian.
Sayyuki . . . . 1 10 Ditto.
Da6ki . . . . 1 8 Ditto. . ..
IMateki . - . . 1 8 Ditto.
iMateli . . . . 1 6 Ditto.
Tirgari . . . . 1 5 Ditto. .*!!
Raipni* . . . . ••• ••• '
"i s’
Peb Phanki . .. 1 5
S a d b ...................................... 1 'l7 ...
Badryana . . . . I 6
Phuth . . . . 1 11 ...
]Mabal Slakra 1 6
Pindi Piiijoian . 1 6 Persian. •••
L o t i ...................................... 1 12 Ditto. !!!
Kapuruwali 1 10 Arabic and Persian.
Peroli . . . . 1 8 Arabic.
Bakarpur . . . . 1 8 Ditto.
S i r i ..................................... 1 11 Ditto.
Cbakakbra . . . . 1 7 Ditto. . ..
i
 ( 63 )

Akbarabad
Clilinuid
Kotla
Bliabryanwala
Nawal
Adalatsraili
Ajinalpur .
BaUuWal .
Naklikliuwal
Gnjarkala .
Adiimdaiaff
Lakra (major)
Dliolan
Kot Khaminan
Piru Cliak
Plialluwali
Kichbara
Matiki
Tirga
Lad bar .
Gangwal
Dhuinanwale
Hiyal
Palbajwan .

Falmra.—The distinguished Hakims in this circle arc Myan Glinlam

Naqshhand of Gudgor, Haidar Shah of Sehni Wali, Sayyid Gulal)
Shdh (who is a good Arabic scholar) of Gudgor.
There are maktabs in Gudgor, Wiolihuki and Kliananwali, attached to the
YiUage mosques, under Sayyid Gulab Shah, Usman, and Shah Sawar, with 12,
6 and 14 pupils respectively. The subjects of tuition are the Koran, Arabic
grammar, Muhammadan law, and Persian
ZafarwaL—Moulvi Qutbuddin and Ghulam Qadirt.Shah are distinguished
Arabic scholars in Zafarwal.
The following indigenous schools are mentioned in the Police returns

No. of No. of
Place. Subjects taught.
maktabs. papi'Ici.

Zafarw&l . . . . . 1 n The Kor^n, Arabic and Persian.

Chfaiwar . . . . . 1 14 Ditto ditto.
Mkr<kr6 . . . 1 S3 Persian, Urdu and Arabic.
A t b a r w a ................................... 1 15 The Koran.
Bhaiiii . . . . 1 1 5 Do.
H i c b l i ............................................... 1 3 Do.
Dbol . . . . . 1 ]6 Do.
Nogrin . . . 1 25 The Koran and little Persian.
Sakior . . . 1 5^4 The Koran.

The diRtrict return adds the following schools:—

irVaUCKlII
MaKIJlBS. PAT8HAI.A8. 8CHOOI.8. TjAB'DI.Bsosooli.
Race.
No. Pnpilg. Pupils. Pupils. PapH«.

Zanarwal ............................................................. 1 18
pur . . . . . • . . 1 ”5
ludh . . . . . . . . 1 12 .. . ...

1 10
ji.' ; • • • . ............................................ 1 6 ... i 6
”i 24
^ : .* " .* * . i "e ...
M feh tabp n r............................................................. 1 6 - ...

Siiyedpnr . . . . . . . i 9 ... ••• ... 1 ... ...

Cbakkbokar . . . . . 1 6 ... ...

 ( 04 )

GVBMVEnt
Maktabs. pATSnALAS. tjCIIUOLS. T.akdk scnooLs.
Place,
No. Pupils. Pni-ils. 1 PupilK. Pupils.

Kotli Chiwar . 1 4
Chhiwar. . . . . ... ... *1 4 t.. •**
D o g i i ..................................... 1 8 •M ... ...
Charwa..................................... 1 26^ ... ...
M a j r a ..................................... 1 8 ...
Joyan ..................................... 1 10 ... ...
Nerpal . , . 1 6 ••• ... ...
Jamaljund . . . . i 20 ... ... ...
Salabiki..................................... 1 10 ... ... ...
Maharajki . . . . 1 12 ... ... ...
Mandoki , . . . 1 7 ... ... ...
KctU Khawftja 1 13 ... ... •••
Lodhraki . . . . 1 8 ...
Kalewali . . . . 1 7 •••
Kotli Tirkhanan . 1 8J
Khakhkhanwah . . . 1 9 ... M. ... ...
Cbaunda . . . . 1 26 •M 12 ...
Alian Wali . . . . 1 15 ... ...

Sangrj^ala . . . . 1 8 a.. 1 ... • •• •••

Mehdiala . . . . 1 7 ...
Sabuki . . . •. 1 6 ... ... ...
D ep u k i ................................................................. ... ... ... ... 1 26
Falora . . . . . 1 6 ... ... ffVt ...
Kot Bara . . . . 1 iO ... ... ...
Cliungryan . . . . 1 6 ... ... •M
Pendi Pahga . . . . 1 20 ... ... ... ...
Jtti\rnla Balia. 1 6 •>4 ... . *.
Sabzpir . . . . . 1 7 ••• ■t * ... • a.
Jetiwala . . . . 1 18 ... ... ...
Bhartal . 1 6 •. . ...
Dbolan . . 1 10 #•. • >.
Saedanwali . . . . 1 12
Matyala..................................... I 6
Sanktra . . . • 1 4 1 7 ... ...

HtAni.— Moulvi Ghuldm Husain of Budh and SaUm RalimatuUah Shdh

of Basyan Wdld are brought to notice.
In the villages of JRampur and Kala Khciiai^ there are Gurmukhi schools,
one in each, conducted by Sital Dass and Hira Singh, and attended by 12 and 4
pupils respectively.
The following are the maktabs of Arabic and Persian in this circle

No. of
Flacc. Maktabs. No. o f pupils. Subjects taught. Teach erg.

D u d h ................................... 14 Arabic and Persian . Ghuljtm Husain.

Kala Khatai . . . 1 13 Ditto ditto Ahmad Shah.

Ditto . . . . 1 10 Ditto ditto Ghuidm Din.

Sajandiala . . . . 1 11 Ditto ditto Nur Ahmad.

Ditto , . 1 10 Ditto ditto Sh^h Din.

Ditto . 1 6 Ditto ditto Jdndd.

K a n i ............................................... 1 12 Arabic . Hashan.

Bandnri . . . . 1 12 Arabic and Persian . Umar Din.

Karun . . . . . 1 7 Ditto ditto Imam Din.

K h o n d .................................. 1 12 Ditto ditto ...

Sada Nurli . . . . 1 . 13 Ditto ditto Jani Sh&h.

U a y a .— T h (i following Moulvis have been brought to noticc as distin­

guished Moulvis:— Nizamuddin TJlma of Bhanyan, Ghuidm Muhammad of
Mari Nuruddin oi Muhammad Yar oi Badu Mali, Haaan
Muhammad of Bhagyan, Nur Ahmad of Bhujh, TJmar Din of Randhir,
 ( 65 )
Abdulhakim of Mag'ula, and Khan Muhammad of Malakpur. All these
Moulvis tcacli in the following indigenous schools:—
No. of No. of pujnlK. Sulijects Incomc of the tcachuf.
Place, Muktiibs.

Bhnnaii . 21 P.Tsian and Aviibic 42 uiaunds of corn per annum.

Mari Kalin 13 Ditto ditto 2G „
Gari<?':)har 12 Ditto ditto 2-4 „
Budh Mali
Bliigiin
Bhhujh
13
9
10
Ditto
Ditto
Diito
ditto
ditto
ditto
2(i
20
18
„ „

Ranflbir 13 Ditto ditto 30 „

M agnU 15 Ditto ditto 30
Malakpur 10 Ditto ditto 20 ,1 ,<

Baba Earn Dass and Pandlia Utma Rdm conduct a Gurmukhi and a Lande
school, in the villages of Goyal Khurd and Malakpur respectively, the num­
ber of pupils attending being 11 and 25. Thfe daily food, with 11 maunds ol
com a year, constitute the income of the Gurmukhi teacher, whilst the Lande
teacher receives Rs. 2-12 per mensem.
NAUtJWAL—Kasmat Ali Haikmiy Ilmuddin Monlvi^ and Arura Pandit, of
Nardwal, may be mentioned among the distinguished men in the circle.
Tliere are maktabs in Nariiwal and Ra'yd Koraha, one in each, conducted
by Husain Shdh and Sayyid Abdul Hakim respectively, who teach tlie Koran,
Bostan, Gulistan, Karima, &c., to 35 and 16 pupils respectively, and n;ceiv«‘
corn at harvest time as their tuition fees.
Naruwal has also a Lande school in which Pandit Arura teaches Lande
and Sanscrit to 50 pupils.
The police officers say that the people of this circle feel inconvenienced
by the fact that the schools are so few in number, and that therefore tht*,
p e o p l e are almost excluded from education.

The district returns add the following schools to those mentioned by th«»
police returns for the Bayd and Nari^wal circles:—

No. of No. of Subjects taught.

Place. Maktabs. pupils.

Deryi^nwald . 1 12 Persian, Urdu and Arabic.

. 1 13 Ditto ditto.
Uiicbi . • • • i 7 Persian,
Dungy fin • 1 10 The Kordn.
Khan . 1 4 Persian.
Shahdliwdl . « • • 1 4 The Kordu and Urdu.
Ladhar • 1 4 Ditto ditto.
Chakrfili . • • 1 7 Ditto ditto.
Kalkhfinali . • . . 1 15 Persian, Urdu and the Kor£n.
Megah • . . 1 14 Ditto ditto ditto.
Naddki . I • 1 10 Persian and Urdu.
Gharyal Kalan . . . 1 S Arabic.
Jiun Korfiyah 1 8 The Korda and Persian.
•
Mithi Sujd . 1 1 Pewian.
Marf Khurd . . 1 7 The Korda and Persian.
Kot Bhujh . • 1 8 Persian.
Tahlfi Kalin. • • . 1 8 The Kordn and Persian.
Shamsherpur . 1 4 The Kordn and Urdu.

P a s e ^ b . —M ouM Abdulla of Faardr is the only distinguished man in this

circle, who teaches the Kordn and advanced books in Arabic and Persian to 9
pupils in the mosque of Kakkazais.
The only Gurmukhi schools in this circle are in the village of Kalalwala,
where Mahan Singh teaches Gurmukhi to 10 pupils, Kalhajioa with 10 and
Koreki with 6 pupils.
 ( 66 )
Pandit Goranditta conducts a Lrntde school in JPasrur^ which is attended
1)y 54 pujiils. The other Mahajani schools are at Budha Garuya and JParopij
witli 24 and 10 pupils.
The following are the Kordn, Arabic and Persian schools :—
No. of No. of
Place. Maktabs. papik. Subjects tanght.

Posriir 4 56 Koran, Arabic.

1 5 Persian and Urdu.
1 9 Koran and Urdu.
liasu lp iir 1 6 Do.
1 12 Do.
1 4 Do.
1 4 Do.
1 12 Do.
1 9 Persian.
1 6 Konin.
1 15 Persian.
1 18 Koran and Piarsian.
8 Koran.
. 1 3 Do.
1 25 Do.
1 12 Do,
1 Koriin and Persian.
1 10 Koran.
1 12 Korin and Persian.
5 Kor^n.
1 6 Do.
Uncha Bharang 17 Do.
K otli Fakir Chand 11 Do.
1 2 Kor^n and Persian.
K otli W isakh Singh 1 3 Korin.
1 9 Lo.
Sangroli . . . • 1 8 Korin and Persian.
Tawaryanwala 1 6 Do.
1 20 Do.
1 12 Korin, Arabic and Persian.
1 8 Ditto ditto.
1 6 Ditto ditto.
1 7 Ditto ditto.
1 1 Acabio.

Q a l a S ob h a S in g h .—Ghuldm Basan, Wazira, Babu Deviditta of Qala

Sobha Singh, Sadig All of Lunar, and Muhammad AH of Alipur (who is a
Moulvi also) are said to the most distinguished Rahims in this circle.
Among IloulviSi Azizuddin, Hafiz Ali Akbar, of Qi^a Sobha Singh, and Imam-
uddin, of Kot Arayan, deserve notice. Bandits i^ushi Rdm, Narayen Dat and
xisanand and Bhai Hira Singh are also good scholars of Sanscrit and Gurmukhi
respectively.
Income of the No. of
Place. teacher. pufnls. Subjeota taught. Teaeher.

25 Persian and the Korin Nor Ahmad.

K ot AraiAn . . . . Daily food . 6 Do............................... Imam Din.
1mannd of com 16 Abdul S^arim.
per mensem.
Ladhar . . . . . Pood . 5 The Korin . . . . Buta Shah.
K otli Muhammad Sadiq 7 maunds per 20 l^rsion and Axabio Ismail.
mensem.
TJhoi u . Food . 7 Mania Did.
Panchgarain . . 2 mannds per 14 Do............................... Hafiz Ismail.
mensem.
Khai r ul l apur . . . . 2^ mannds per 14 Taiuddin'.
mensem.
A l i p u r ......................................... Food . . 34 Do.- . . . . Qhulam Husain.
Chak J a.gat Eai 11 mannds per 5 Abdur Bashid.
mensem. ( Imam Din.
JMcali.
T a n V m ...................................... 1 mannd of com 12 The Korin . . . .
jS'^er Muhammad.
per mensem. (S'lM^mat Ali.
Bahln K i . . . • Ditto. 6 Do. . . . . Taleba4^n.
.rali . . . . 2 mannds per 8 Do...................................... Hasan{
menHcm.
Qala Sol>ha Singh Gratuitously 60 Porsiaa and Arabic Hafiz Ali Akbar.

Qala Solha Singh has also a Mahajani school with 80 pupils and a San­
scrit school with 10.
Satrah.—Among the HaMms here Ilmuddin is distinguished. Tlic
villages of Killa Suba Singh (md Qahaarwali have a Gurmukhi school under Bhai
Shnni Singli, with 25 pupils learning Gurmukhi and Lande, and a l4inde
scliool under Sirdar, with 11 pupils.,
 ( 67 )
The Koran schools and maktabs in the Satardli circle, as mentioned 1b the
police returns, are as follow :—

No. of No. of
P lace. Subjects taught.
Maktabs. pupils.

Dliandal . . . . 1 8 The Koran.

M ianwali . . . . . . . 1 14 Persiau and Arabic.
Fatehpnr 1 n }> )} n
Changi . . . . . . . 1 9 )> »
Saiidiana . . . . . . . 1 6 Urdu.
Mobai^puv ................................................................ I 4 The Koran.
K otli Maqbara . . . . . . 1 8 Persian and Arabic
D bavaii" . . . . . . . 2 12
M akbana . . . . . . . 1 5 The Korfin.
Datarand . . . . . . . 1 8 Persian and Arabic.
K o t Iman . . . . . . . 1 3 Persian.
Lala . . 1 6
K otli D a t a .......................................... .......... 1 4 Arabic.
Sarai . . . . . . . 1 12 »
Verwala . . . . . . . 1 9 }>
1

In the circles of Pasriir, Qala Sobha Singh and Satrdh the following
indigenous schools have been added by the District Return :—
Maktnbs. Patf>halu8. jGurraukhisdiooU-i[ L
Mahiijuni aiid
andc schoobj.
Placs.
Pupils. Pupils. ! Pupils. 1 1PuiMlb
1 !
I 1
1 j !
I
1
Udofatta............................................... 1 20 j
11 ... 1i ...
1
t
1 9 »«• ... ... ... *.!! * 11!
B h u la r ...............................................
! 1 •t. ••• *! 1 i 15
9 ... ... I lt3
30 »•. ..
l-'hanga ............................... 1 9 •M ... 1
1 7 •••
1 16 ... ...
Pbakki ...................................... 1 12
D h ir k i ...................................... I 8 !!!
Nagal Kamcband . . . . . 1 15 ... ... ... / ’ :
Mirza B ajw a ......................... 1 7 •••
1 7 ... ... «• i
1 16 ...
10 ••• •••
1 9 ... ... ... 1 16
21 1 , 8
Chak Ogu ........................ . 1 6 ••• ...
23 ... •••
Gakkbarwali . . . . . 8 ... ...
Manga . . . . . . .. 8 ... ...
Gatb5'alian . . . . . 1 18 ... ...
Kotli T a r a v ........................ 1 10 ... •M
B t t h lo lp u r ...................................... 1 7 ... ...
M a la lu ............................................... 8 ... ... ...
18 ,,, ”i 10
1 8 ... i "i
1 7 1 8
Thattha Gulab Singb • ... 10
i "8 ...
S a ib .............................. 1 5 ...
1 8 j1
1 ’ •»
1 8 ... ... i
1 9 ••• \ 1
2 ! 14 ‘i 8
I M 1 "i "s
Chhai.gi Shah Khak ! G
! i

D h a e a m k o t .— There are schools in the following villages, in which Arabic,

Persian and Urdu are taught:—
1. KotliJimoaJi Sacldulla Khdn^ attached to the police station, under
Azizuddin, a man of average qualiiications, teaching 13 puj^iis on
Rs. 24- per annum.
 ( 68 )

2. Hajawala^ attached to a mosque with 15 pupils under Bhawal Bakhsh,

wlio gets Rs, 30 per annum.
3. Ogd Rudm\ 2 maktabs under Hasandin, teaching 7 j^irls, and Ghulam
Kasul teaching 25 boys. The income of each teacher being lls. 20
I>er annum.

Tliere is a Gurmukhi school in the village of Ram Bass, in which

Shibnath teaches Giirmukhi to 8 pupils.

Daska.— Hakim Bute Khdn, Hakim Barkhurdar and Hakim Sher Singh
of Goyandkiy Hakim Imam Din of Miirantoalii and Dwarka Dass and Zakir
Shah of Jamki are noticed as distinguished native physicians in this circle.
Moulvi Abdulla Hamid of Kot Banda and Kazi Ghulam Muhammad‘ of
Mitranwali are the most eminent Arabic scholars, whilst Pandit Narayan of
Bhamouki and Pandits Ishar Dass and BaMm of Mitranwali are brought to
notice as noted Pandits.

The villages of Jamki and Daska have each a Sanscrit school with 18 and
4 pupils respectively. There are Gurmuklii schools in the villages of Daska^
Mitramoali and Oalotyant with 86 and 20 pupils respectively.

The Lande schools in the villages of Sandhanwala, Baska^ Mitranwali^

Phadiioala and Alumahar hme 7, 20, 6, 40, and 22 pupils respectively.

The following are the indigenous Koran and Perso-Arabic schools in this
circlc:—

Place. No. of No. of Sabjects taught.

Maktabs. pupils.

Allumahar . 2 .20 The Koran,

Amawatra . 1 IQ Ditto.
1 19 The Koran, Persian, ana Urdu.
Thalyax'a X 6 Ditto.
Tbatta Goraya 1 4 Ditto.
Jamki 1 85 The Koran, Persian, and Urdu.
Jesarwala •1 7 The Kordn.
Chak Mayotia • 1 4 Ditto.
Dhunduwali 1 8 Ditto.
DboUwali 1 12 Ditto.
Rinjhay . 1 5 Ditto.
Sakhkliuki . • 1 6 Ditto.
Sandhanwala • 1 4 Ditto.
Kallarkot 1 3 Ditto.
Galutyan (minor) . 1 14 Ditto.
Kotkliamau . 1 10 The Koran, Pei'sian, and Urdu.
Kotlikuka , * 1 8 Ditto.
Guiva
J V 3 50 The Koran, Urdu, and Persian.
Mafylmkharaan , * 1 14 The Koran and Persian.
Murhana 1 4 The Koran.
Malii Tliakrai 1 10 Ditto.
1 6 Ditto.
1 20 The Koran, Persian, and Urdu.
Behan wala . 1 12 The Koran.
Kot Banda . • 1 16 The Koran, Persian, and Urdu.

Samryal.—Monlvisl^m Ahmad, Karam Ilahi, Nabi Bakhsh of Sahuwala,

and Hakims Ghulam Husain and Roda of Samryal, are said to enjoy a reputa­
tion in this circle.
The villases of Malkhanioala, Beguwal and Kliartal have each a Gurmukhi
school under Bhais Ganda Singh, Karani Singh and Badhawa Singh, with 14,
10 and 12 pupils respectively. Wan, Thanawali and Khcirtal have Lande
schools with 7,10 and 11 pui>ils.
 ( 69 )

llie Maktabs, Madrasas and Koran schools in this circle are as given
below:—

No. of No. of Subjects taught.

Place.
Maktabs. pupils.

Samiyal 20 The Koran,

Wan 17 Ditto.
Jatteki 30 Ditto.
Majra (tnajor) 16 Ditto.
Koluki 13 Ditto.
Kot Diua 5 Ditto.
Mall(;1ianwala ao Ditto.
Randliir 16 Ditto.
Chaoki 7 Ditto.
Kol Malyanwala 8 Ditto.
Bad(Juki la Ditto.
Sahuwala 60 Ditto.
Be^uwala 16 Ditto.
Kharmvala 10 Ditto.
Chakkopa 8 Ditto.
Nandgir 14 Ditto.
Chhalluki 12 Ditto.
Bhunawali 9 Ditto.
Herajamba 11 Ditto.
Suuderpur 13 Ditto.
Badar 6 Ditto.
Daduwali 7 Ditto.
Saruki 11 Ditto.
Thanawali 12 Ditto.
Chunki 15 Ditto.

Statement of the indigenous schools in the circles of Dasha and Samryal

which are not mentioned in the Police Returns
PiTSHAtAS. Gubmuchi ilAHAJANl
Maktabs. SCHOOtS. SCHOOLS.
Place.
Pupils. Pupils. Pupils. PnpUtf.

D a il a m .......................................................................... 1 45 ... ... ... ... ...

Khai-tal ................................................................. . .... 15 ... ... ... ...
P h a g ^ w a l a ..................................... ......... 1 ...
Salwala . ................................................................. 1 38 ... ...
S h a d i w a l a ................................................................. ... i 30 ... ...
Kot D a s k a ................................................................. ... 12 ... ... ... ...
Bahanjuna ................................................................. 1 10 ... ... ... ... ...
Killa Tek S i n g h ....................................................... 1 10 ... •«« ... ... ...
Bhartanw ala................................................................. 1 6 ... ... ... ... ...
D h o lik i.............................................. ......... 1 5 ... M. ... ... •••
L h o u k i.............................................. • ' ' 1 10 ••• ••• ••• ... . ~/
Dhamauki . . . . . . . 1 3 ... ... ... ...
... 1 10 1 5
.........................................................................................
Tatha .......................................................................... 1 4 ...
S a h u w a l a ....................................................... i *7 1
Kasaalpur . . • . .• 1 ... ... ...
M a n p u r.......................................................................... 1 5 — ... ... ... ...
Ballu C h a k ................................................................ 1 10 ... ... ... ... ...
B h o p a lw a la ................................................................ 1 7 5
G h a rta l.......................................................................... 1 45 ‘l 12 ...
Chakbhada ................................................................. 1 5 ... ... ... ••• ...
Bhallu Mahar................................................................ 1 12 ... ... ... ...
Kot J u n d u .............................................. ......... • 1 10 ... ... ... ...
A d a m k i.......................................................................... 1 12 ... ... ... ... ...
Kandisian . , .............................................. 1 10 ... ... ... ...
Bhangat . . . • . • 8 ... ... ... •••
Kam heaw ala..................................... ......... 1 5 ••• ... ... ...
Bhakar M a l i ..................................... 1 30 ... ... ...
Kotha C h ishtiyan ..................................... ' . 30 ... ... ... ...
•amiki . . ........................................................ 1 32 ... ... ...
J i o b e l a .......................................................................... 1 14 ... ... ... —
Kopra . . . . . . • . -. 1 27 >•1 ...
1 8 j,, ... ...
Ladli ..........................................................................
M u ndraw ala................................................................ 1 25 ... ... ... ... ...
•Janda S h a h i ....................................................... ......... 1 5 ... ... ...
HardO'daska................................................................. i 40 1 i’o 2 25 1 50
Galotian . . . . . . . . 1 7 1 7
 ( 70 )

Phohdyan.—Among Pandits in this circlc, Pandit Jaganmth of Phokal-

yan, JLalman of Pitholi, Mayya Dass of Ilayal,, Ishar I/^ass of Kingwal, and
amon^ Hakims, Maya of Hayal, Ilmuddin of PhcDkalyan (who is also a distin-
"uislied Moulvi), Kcmshiol Chak Sandal, and Miain Seraj Din of Kacchi Mand,
(icscrvc to bo noticcd.
There arc maktabs in Phokalyan and one in each, conducted by
Moulvi Ilmuddin (referred to above), and Miran Bakhsh, with 18 and 22 pupils
respectively. The subjects of tuition arc Persian, Arabic and Urdu.
 ( 71 )

A M R IT S A R D I\ T ;S I0 N .
GTJRDASl'UR DISTRICT.
GENEUAt ADSTUAOT.

1 No. o f
No. of
No. o f
1 All. of No. Of Tolnl
No. Sniiscrit and No o f Guriuuklii N'o. o f 1 Luiiilc uii't Xo i.f ludiirciious N.'. i.f
district. MiiktnbK mill pui)iU. Niv«rl ))UjiUti. }mpiU.
1 Miidmwu. Kcliiiols. Hvltouls. 1 tit'lu K llS ,
S-llOoU.

Gurdaspur. 131 1163 12 128 8 08 3 96 151 ;

F atahgarh.—Hakim Muhammad Slidli and Moulvis Muhammad AH Shah

and Mnliammad Usman Shah arc mentioned as the most eminent of this place;
the latter is the teacher of the maktah which is attached to a moscjuc, and Avliere
the Kordn, Hadis, and Muhammadan Law are taught. He gets ahout lls. 30 a
year, and the number of pupils attending is 20.
In the village Tehjah is a maktah -with 10 pupils, where Persian and Urdu
are taught. At the patsliala in Tehjah, Narain, son of Sundar, teaclics S;iTis(-rit
to 4* boys going through 8 books with them. His income from tin's souixrc
amounts only to Bs. 6 a year. In Man Urdu and Persian are tnu^lit in one
maktab to 9 pupils, and the villages KatUala^ Lodi Nigal^ Kharkyan and
Mawali have each one maktab, ■where the Kordn and Persian are taught, and
where 3, 10,10 and 16 pupils attend respectively.
Sri Govindpur.— Hakims Ghuldm Nabi and Rdm Chand and Bhai Jivan
Kahar are the most* learned of this circle. There is a Gurmukhi school in Sri
Oovindpur with 10 pupils.
Bajua has a maktab, which is held in a private house : 9 pupils attend,
Arabic and Persian arc taught, and the teacher Ibrahim, who is a man of good
qualifications, is paid in kind, namely, 25 maunds of grain yearly. The villages
Mathola and Mari Buchyan have a maktab with 5 pupils each in which
Persian and Urdu are taught. Mathola has also a small Gurmukhi school
with 4 pupils. '
Lftda Monda Ghari Jfganan have each a maktab, where only Urdu
is taught with 6 and 7 pupils attending respectively. Adlakh\ia& ^so a mak­
tab, where Persian and Urdu are taught, 5 pupils atten^ng: bxlH J^haftmari
has a Gurmukhi school with 6 pupils.
PATHANKOT.-r^The largest maktab of this circle is at where or 12
pupils are taught in Persian and Urdu by Patah Din. They give him 60,
maunds of grain yearly. ^
Shaht Chin has a maktab with 8 or 9 pupils where the Kordn, Urdu
and Persian, are taught; and Kher4 Baadu and Barwan have each a maktab,
where Urdu and Persian are the subjects of instruction, having 6 and 12 pupils
respectively.
I
Sujanjmr has a good Sanscrit school {patahala), where Piroo, a Brahmin,
teaches gratuitously 25 pupils. In Nirot Jaimal Singh is a Mahajani school,
where Balka Mahajan teaches Lande to 11 pupils gratuitously. It is re­
marked in the return that if an;^ grant were to oe given by Government to the
Svjjanpur and Nirot schools, their oondition would improve. Nirot Mahra has
a patafhala under Shiv Kdm Brahmin with 7 pupils.
T hai ?A O h h a m a l an d S h a h G a b ib .—^The Makimii known best in this thana,
Nura, Bajada, Mana, Akbar, Nizamuddin: ih&MouMs, Didar Bakhsh in
Mundyala, and'NimatuUa. At Umdyala is a good maktab, attended by 18
pupils. Bidar Bakhsh teaches them A ^bio and rersiasi and j^ ts 40 mauiioa
of grain half-yearly.
 ( 72 )

Piali Afglianmi, Sultcmpur and KlicUipvr have each a maklal); in tlic

first named Arabic and Urdu aretauglit, with 15 jiupils attending; and in the
two latter, Persian and Urdu are taught, with 14 pupils in attendance at each.
Bingra has a large maktah with 20 pupils ; Arabic and Urdu are taught. In
Gunah, Persian, Arabic and Urdu, are taught, and the number of pupils is 18;
and at Sihari the same subjects are taught to 14 pupils. The 5 following
maktabs at Chak Mhali, Chachtoal, Nirpril, Biga and Shahpur JBagu, have 12, 5,
6, 7 and 7 pupils respectively, and Urdu and Persian are the subjects of instruc-
tipn. At Naurangobad anly Urdu is taught to 8 boys ; whilst at the villages
ShaJcar Garh, Chak Kazian, Moth^ Bmnhu, Isa, and Adlakh, Arabic and Persian
iare taught to 2, 8, 2, 8^ 6 and 5 pupils respectively. Th6 last place has also
a Gurmukhi school with 8 pupils.
The following villages have also eacli a maktab in which Arabic or Urdu
or both are taught. Fatu Wal, 1 maktab with 4 pupils ; Bibral, 1 with 6 ;
Ohihri, 1 with 7 ; Bmribri, 1 with 3; Jichpur 1 with 4 ; ^atmaUt 1 with 7 ; Bir,
1 with 6 ; Baudam kalatif 1 with 5 ; tSaghal 1 with 6 ; Sakhkhmhttky 1 with 8 ;
Piswal, 1 with 7; Kotli luli, 1 with 8; Pimri Chaky 1 with 8; Chak^ 1 with 5;
Rambra, 1 with 5.
Sakhkhuchah dindi Khanuwal have each a Sanscrit school with 8 pupils
in each.
Parmanand.—i>a«<&^ThakarDassandBhagwan Dassand Hakims Puran
Rajadah and Ram noted. The largest maktab is at Gharotah^ under
teacher Miran. It is attached to a mosque; 10 pupils attend, and Arabic
is taught. The villages Chuhan \\bb 1 maktab with 8 ; Biknor, 1 with 8 ;
Sidipur, 1 with 3 ; and Narayenpur, 1 with 3 pupils, in all of which only Arabic
is taught. Gharota has another maktab with 6 pupils.
Dina Nagar.—Maulvis Patah Muhammad of Jundi and Hakim Muhammad
Ali in Bindori Bens are the best men. The largest maktab is at Thanba; it is
attached to a mosque, and Pazul Din, who is the muUa of the mosque, t^ h e s
Persian and the Kordn to 7 boys. He gets 30 maunds of grain. Banwai and
Chak Bdm Shahai have each a small maktab, in which only Urdu is taught with
2 and 3 pupils respeetiveiy.

Bhutia and XIncha Bhangala have each a maJ^tal^ with 3 pupils each, and
the Karima and the Kordn are taught.
A private return adds the following maktabs:—

Place. N’nmber of Number of

Maktabs. pupils. SobjectB taught.

Jotha .................................................... 1 6 The Koran.

GhaR Alya . . . . 1 8 Do.
BfiStuya . . . . . . . 1 10 Do. ^aiid Muhammad*
an Law.
Haveii . . . . . . . 1 7 Persian,Urdu and Arith­
metic.
Diiia Nagar . . . . . . . 1 23 The Koran.
Do. .................................................... 1 20 Do.
Do. .................................................... 1 6 Do.

Dina Nagar has also a patshala with 8 pupils.

B a t a l a .— Sa/ams; Rahim Shah, Ata Muhammad, Muhammad Husain,
Bhawal Shor, Imamuddin, Devi Chand, Ghulam Ahmad, Lachman, Nabi Bakhsh
and Ala-ud-Din ; Maulvis: Sayad Zalmr Hasan, Zahurshah and Zainulabedin;
Authors : Mufti Imam Bakhsh and Mirza Sultan Ahmad; Baids: Mayadhari,
Gopi Missar, Narayen, Dhonkalya, Raj Rup, Mela; Paudits \Purachand, Gaukai
Chand, Arjan Dliulu and Kalu; Bhai: Kcsra Singh. A private return adds the
name of Pandit Ganga Bishen who teaches Sanscrit to 15 pupils.
 ( 73 )

The largest maktab in Batala has 63 pupils. It is attached to a mosqiio, and

Hafiz Gauhar Shah and Fazli Ahmad teach Arabic and Persian in it ; there are,
besides, nine other maktabs in which Arabic and Persian are taught, attended
by 62 pupils. There are also 2 Lande schools with 85 pupils; Sangu and Arjan are
the teachers, whose income from fees amounts to E-s. 18 per mensem. The follow­
ing Koran schools are mentioned : Galmiwali^ 1 with 14 pupils; Itangarmangali
1 with 2; Longuwal^ 1 with 6; Malakpur, 1 with 5 ; JBallmoal and Alitoal, each 1
with, 2 pupils; Talwandi Jhang Ian, 1 with 21; and Jhora SingMan, 1 T\ith 6 ; in
which, in addition to the Koran, also Urdu is taught. Bhalutoal, 1 maktab in
which only Persian is taught to 5 pupils. Nasirki has a maktab in wliich
Arabic and Persian are taught to 8 puj)ils.
K anhxjwan.— ]?andit Shibdat and SaJcims Ala Ditta and Baliini Baklish
are named as the best known here. The patshala in Kanhuwan has 10 pupils,
who are taught Sanscrit and Grurmukhi. Shibdat teaches them gratuitously.
Bhityan has 1 maktab with 3 pupils; Santani, 1 with 5; Jalalpur, 1 with
4 ; and Sikwan, 1 with 3 pupils; in all of which Persian is taught. Jagwal
Banger and Bhityan has each a small Gurmukhi school with 3 pupils in each.
K ot N inan. —Muhammad Shah and Ahmad Ali are the best Moulvis; Ua-
kims Ahmad Bakhsh, Kirpa Rdm and Sunder Lai in Mulani Chak, are the dis­
tinguished Hakims; and Ganga Ham and Rodu, are the Bandits of repute.
The maktab at K qI hJinan has 6 pupils, and Persian and Arabic are taught.
Mingri has the largest maktab; 40 pupils attend; they are taught Persian
and Urdu by Gauhar SMh, who gets Rs. 5 per mensem.
K ot Bajina has the second best maktab; 15 pupils attend, and Persian and
Urdu are taught. In the following villages, wliich have each a maktab, the
Kordn and Arabic are taught; Jahidpur, 1 maktab with 7 pupils; Sukrangiafit
1 with 6; Kasi'ajt 1 with 7 ; Bhabra, 1 with 5 ; Srpaty 1 with 4 ; JDanori, 1
with 7; Bhityan^ 1 maktab with 6 pupils, at which also Persian is taught.
D era N anak.— Moulvi Karim Bakhsh (who is a physician also), Bandit
Dhanpat and Bhai Perag Dass are eminent in this circle. To the mosque
of this place is attached a maktab in which the Kordn is taught to 10 pupils
by Ata Muhammad, who gets his food and clothing. There is another maktab
with 10 pupils.
There is also a Gurmukhi school whidi is attached to the dharamsala of Bya
Chand, where Pirag Dass Udasi teaches 24 pupils (private informant gives 40),
for which he gets his food and clothes. There is a patshala also with 21 pupils,
who are taught Grammar and Logic by Pandit Dhanpat B»ai. Another Gur­
mukhi school is attended by 25 pupils.
Dharamkot has a good maktab, in which the Kordn, Arabic and Persian are
taught to 31 pupils by Amanat Ali Shdh. There are 2 other maktabs with 37
pupils. Dharamkot has also a patshala with 12 pupils learning Sanscrit
Grammar.
A private return adds the following m^tabs in this circle :—

Place. Maktabs. Pupils.

2 12
1 6
2 23
1 9
2 20
1 19
1 6

Banya.—The Police returns mention no school of an/ kind in this place,

but they name the following men as distinguished in this circle:—Hakims
t
 ( 71 )

Bigamuddin ind Chiragliuddin in Gliooman Klmrd; Dasundhi Shdli, in Nau-

sliera, Nawab Sliali and Boolan Shdh in Gliooman Kalan, Jai Chand and Gur-
dyal.
Gurdasiur.— Pandits Ganesh Girand Jit Bdm, MouCvi Slier Muliammad,
and Hakims Gulab Kl)atii and Kalu Barber are mentioned. The maktab at
Gurdaspm’ is attached to a private house; there are 40 pupils, and Barkat Ali
teaches them Persian, Arabic and Urdu. He gets 30 maunds of grain a year.
At one the patshalas, Pandits Jk Bdm and Ganesh Gir teach Sanscrit
gratuitously j 7 pupils. -
The follc)wing villages are put 4own as having each a maktab:— Bahalpur
ChurHi 1 T\T,th 6 pupils; Migran also 1 Tiith 6 y Shekhupuray 1 mth 4 ; Birmar^
1 with 8; Tibitr, 1 with 5; Myani Chelan^ l with 8; Ohandi, 1 with 12;
Ohazikot, 1 witli 4 ; Sahdu Chak, 1 with 6 ; Puruwal, 1 with 4 ; Mmoalpindi
and Phagwap, each 1 with 6 pupils; and Bimalah, 1 with 8 pupils.
 ( 75 )

M OOLTAN D IV IS IO N .
MOOLTAN DISTRICT,
GENERAL ABSTRACT.

1 S No. o f No. o f 1 ToMt

Xo. of Total
District. .Uaktubsandi No. ot
pupils.
Sanscrit
and Nagri
No. o f
pupils. Giirrti khi
No. o f
pupils.
Landc and
Mahajani
No. of
pupiU.
1 No. .f
1IndiKPhous
No o f
Mailrasas. sehooW. s dijols.
st'houls. 1 sihoo <
pupiU.

Mooltan. 71 1,118 10 109 203 8 686 100 2,116

1 ■ I

Thana J'A.i-ALPTTR.— The Moulvis mentioned in this circle are Pateh Muliam-
mad, Ghaus Bakhsh, Pazil Muhammad and Ala Bakhsh; Pandits Kishora Misser,
Dida Misser and Kalu Misser. Ghaus Bakhsh is also an author and has written
a treatise on inheritance according to Muhammadan Law. Among Hakims Jan
Muhammad is mentioned. According to a private return, 2 maktabs are
attached to the grand mosque, one with 16 pupils under Pazil Muhammad and’
the other with 4 pupils under Moulvi Ghaus Bakhsh; the subjects of tuition are
Arabic Grammar, Logic, Muhammadan Law, “ Tafsir and “ Hadis” (Comment­
aries and Exegesis of the Koran), “ Hadis” (traditions of Muhammad). Above
teachers have no fixed income at present. In the time of the Nawabs of
Mooltan and the Sikhs they held pensions and rent-free land, the documents of
which, they say, they have still in hand. The other maktabs at Jalalpur are
under Moulvi Pateh Muhammad, Mian Ghuldm Kadir, Mian Abdul Karim I,
Mian Abdul Karim II, and Mian Jamal with 10, 8, 10, 7 and 4 pupils respect­
ively. In the first-named Muhammadan Law, Persian and Commentaries on
the Koran are the subjects of tuition, and in the rest the Kordn and Persian
only.
Basti Nonari and Japurivalla have each a Kordn school under Sadik
Muhammad and Abdul KhaUk with 4 and 5 pupils respectively. There is a
Gurmukhi school at Jala>pur attached to the temple of Kishora Misser, who
teaches 15 to 20 pupils in G'lrmukhi; he gets 16 seers of flour and six annas in
cash per mensem. Also a patshala with 16 pupils under Dalla Misser, who is a
good Sanscrit scholar. The boys learn the “ Uttam Pdth ” and Amarkosh.”
The teacher gets only 10 seers of flour and 4 annas per mensem.
Two Mahajani schools under Kishori Dass and Narsingh Dass with 15 and
23 pupils in which Hindi, Lande and multiplication table form the subjects of
tuition.
M o o l t a n . — 'rhe distinguished Moulvis are Abdul Rahman, Rahim Bakhsh,
Srtltan Mahmud, Abdulla, Nur Muhammad, Nasiruddin, Khuda Bakhsh, Nizam
Uddin, Qadir ^khsh, Abdul Haq, Zain Ul-Abidin. The Fandits are Ram
Bawa, Pateh Ohand, Rikhi Keslv Ohandi: Ram, Thakur Dass, Klialo Ram,
Jhangi Ram, Kanihya Lai, Tharia Lai. Bhaia: Jagat Singh, Damodar D ^ Amar
Singh, Salo, Paritam Das, Lalu Ram, Sant Dass Saru Dass, Jpkar Dass,
Ram Dass, Kanihya Ram, Gulab Singh, Khem Dass, Dharma Utam
Singh, GauesH'Dass, Daulat Ram, Sara Dass, Bam Dass, Dhian Sragli, Ishar
Parkesh. Hakims: Moulvi Nasir Uddin, Ghulam Riza, Shah Bakhsh,
Dildar Bakhsh, Qadir Bakhsh, Zaini-Ul-Abidin, Jand Vad, Alah Dad, Didar
Bakhsh and Muhammad Hassan. Baids : Sukhkhu Lai, Machhar Bhagat, Dili
Bdm, Daulat Rai, Pyare Lai, Siddhu Rdm, Kirpa ^ m , Nemat Rai, Chela
Ram, Takkan Lai.

The District Inspector of Schools has favoured me Tvath the following lists
of indigenous schools in the Mooltan district, which largely supplement the
 70

police return, but in some respects contradict them, ^vliicli should invite further
enquiry. One is as follows :—
E x tra M a k t a b s in the M ooltas C ir c l e .

1 O
Namo of !|ofName
town or Locality. Teacher’s name. His qualifications. ^■1' Subjects taught..
tohsil. IS I
O
R eiu:a b e s .
village.
H-J

Es.
I Mooltan. Mooltan Mosque . Ghnlam Mustafa Ho knows Grammar, 20 The Koran and 10 Is paid by Ghul-
Arabic and Per­ Persian books, um Kadir Khan
sian. Gulistan and Rais. He also
Bostan. gets some grain
and bread on
festivals.
2 Ditto Ditto . Ditto . Abdul Bahim . He knoWa Arabic 25 The Koran, Gul­ 10 Paid by Ghnlam
Grammar. istan, Bostan, Kadir Khan
Bahar Danish Bais.
and Sikandar
Namah.
3 Ditto . Ditto . House . Khuda Bakhsh Ho knows the Koran 10 The Koran 5 Ditto.
l>y heart, and sorde
Persian.
4 Ditto . Ditto . Mosque^ Din Mnhommod Ditto 17 Ditto 5 Ditto.
5 Ditto . Ditto . House . Alah Wasay& . Known a little Ara­ 30 The Koran, Gul­ 10 Ditto.
\ bic and Persian. istan, Bostan,
and Sikandar
Namah.
6 Ditto . . Shop Knows Arabic and 20 Ditto ditto .
1 Ditto Balifm Bakhsh.
Persian.
5 Ditto.
7 Ditto . Ditto . House . Ghulam Q M ir. Beads the Koran by 14 Ditto ditto . 5 Ditto.
rote and knows
some Persian also.
8 Ditto . Ditto . Ditto . Mian Salah Ditto 20 Ditto ditto . 5 Ditto.
Ditto . Ditto . Mosque . Abdul Kahman Good Arabic scholar 32 G r a m m a r , Gets nothing^
Fiqah, Hadis, from his pupils,
Tafsfr. bat from
' disciples.
10 Ditto . Ditto . Ditto . Kliud^j Bakhsh Ditto 15
Ditto ditto . Ditto.
11 Ditto . G h o t i Ditto . Din DittoThe 33
Koran,
Sharifft. Grammar, Ha­
dis, and Per­
sian books.
12 Ditto .. B.'^hndur- House . Amir Shah Knows Urdu and 30 The Koran, 12
pm. Persian. Urdd, Persian, and bread on
and Arithmetic. festiTals.
13 Ditto . B o c h Garden . Im^m Bakhah . Ditto 26 Ditto ditto . 12 Gfets com and
Kluiaro- also got prize
«b«d. of Ks. 20 in
the last year
from the Inspec­
tor of Schools,
Mooltan Circle.
14 Ditto . Mo^tan. Mosque . Nizamuddin . Knows Arabic and 2$ Ditto ditto . 10 :
Persian. Eadir Khan
Bois.
15 Ditto . Ditto . Ditto . Ghulam Haidar Knows only the Ko­ 2S Ditto ditto . 3
ran.

The number of patshalas in this city is 8. They are not attached to

any temple. The names of the teachers are: Pandit Thakur Bass, Tharia Lai,
Cliandu Lai, Fateh Chand, Ram Bawa, Tirath Earn, Eikhi Kesh and Khblu
I?Jim. The number of boys is 68 to whom Chandraka, Amarkosh, Bhagvvat,
Astronomy and Hindu Law are taught gratuitously. There are five Mahajani
schools kept by Rata Misser, Gang Misser, Ude Bhan, Ganesha Misser, Bhubta
Misser. The number of pupils attending is 636, who are taught Sarafi, Hindi
and Sanscrit. The income of the teachers ranges from Rs. 5 to IQ.
Thera are three Gurmukhi schools at Mooltan, 1 with 15, 1 with 7 and 1
with 8 pupils; the Granth and Vashisht Jog are studied.
Bugh- M a l .—The largest maktab at Dugh Mai is attached to the mosque
where Ghaus Bakhsh instructs 26 pupils in Arabic and Persian; he gets Rs. 10
yearly in cash. In Sherpur there is another maktab where 15 pupils learn
the same subjects as at Bugh Mal.
S a r a i S a d d h u . —The most eminent Moulvis mentioned in this circle are:
Ahmad-ud-Bin, Qadir Bakhsh of Pazil Shah, and Qadir Bakhsh of Haweli
Mubarak
The largest maktab at Saweli Mubdr<^h Shah is attached to a private
hoiise; Qadir Bakhsh ffefiches 20 pupils Arabic and Persian; he gets eighteen
niaiinds and twenty seers of corn at harvest. There is a maktab at Chauki
 ( 77 )
Mohan with 12 pupils, and at Fazil Shah with 7 pupils, hath being' taught
Arabic and Persian. There is also a maktab at Bagar where 7 pupils learn
the Koran and Persian.
L add AN.—Hakims Moti Ram, Shamsuddin, Yar A li ; MoulviNabi Baklisli,
and Biiais Santokh Sing and Amir Sing are mentioned in this thana.
Ladclan itself has a large maktab with 26 pupils, in which Persian, the
Koran and Arabic are taught. The teacher gets Ils. di per mensem and 12
maunds of wheat.
Lakhkha, Salayeah and Sahuka have each a Gurmukhi school with 6, 4
and 15 boys respectively; the last-named is the best and is under Santokh
Singh. '
S huja -A bad .—As learned men of this circle, Hakim Din Muhammad,
Bhai Dyal and Pandit Hemraj (astrologer) are named.
The following are the names of places which have maktabs : Shvja-Abad
with 4 maktabs, 1 under Moulvi Muhammad with 20 pupils, 1 unde? Abdul
Haq with 15, 1 under Nur Muhammad with 15, and 1 under Haider Ali with
10 pupils in which the Koran, Fiqah in Arabic and Persian, and the Gulistan and
Bostan are studied. Gajutha with 30 pupils; Hukan Haiti, Chah Kharji, Basti
Denis, Basti Nasirpur and Basti Muhana with 20 pupils each place, and Basti
Sattu with 25 pupils, in all of which Arabic and Persian are taught. A p(fl-
shala is at Shuja-Abad, where Pandit Hemraj, a man of very good qualiiica-
tions, teaches Sanscrit to 25 boys. He gets about Rs. 5 i)er mensem in money
and kind. There are three Gurmukhi schools, one at Sikanderahad with 15
pupils under Bhai Takni Ram, and two at Shuja-Abad, one attached to a
dharmsala, with 25, where Pattu Ram teaches Hindi and Gurmukhi, and gets
about Rs. 5 per mensem, and the other with 70 pupils taught by Pandit
Karmu Lai in Gurmukhi and Sanscrit, who gets Rs. 8 per mensem.
N a w a b p u r .— The following maktabs are in this circle : one at Sadarpur
attached to a mosque where Hafiz Muhammad instmcts 13 boys and 4 girls in
the Koran; he gets food and corn at harvest; one at Bakharioala with 4 boys
and 2 girls under teacher AllaBakhsh ; two at Tahirpur with 3 boys and 7 girls,
teachers Imam Bakhsh and Ibrahim ; one at Bosan in which 6 boys are taught
the Koran and 5 Persian only, teacher Abdullah ; one at Saaleh-mehi where 16
boys are taught Persian by Karim Bakhsh; one at Nawabpur where only 3 boys
are taught the Koran; one at Chukwensparwali where 8 boys read the ICoran
and Persian, teacher Ghulam Ahmed; and another small Koran school at
Chuhipur under Allah Bakhsh with 3 boys.
Muhammadptfi' Ghotla has one good madrasah where Hafiz Muhammad
Jamal, a good Arabic scholar, teaches ^ ’abic to 15 pupils. He gets 16 maunds
of wheat yearly and his, daily food.
Nurbd has one Perso-Arabic school with 18 pupils where Alla Bakhsh,
a good Arabic scholar, teaches Arabic and Persian. Above teacher is also the
Imam of the village mosque, and he gets his food and clothing from the Ln.m-
berdar of the village.
T hana Talamba . - Baid Tliakar Dass and Monlvi Abdulla deserve notice.
There are five maktabs in this Thana, according to the police return; Jarahin
with 20, Ambab with 7, Banjkoha with 9, Ariwala with 16, and Faizpur with
8 pupils, in all of which the Koran and Persian are taught; in the last place
also Arabic.
There are no Gurmukhi or Mahajani schools, as the shop-keepers teach their
sons in their shops.
T hana K ahror . —Hakims Chetan Lai, Ahmad Bakhsh, and Moulvis
Sualeh Muhammad and Ahmad Bakhsh arc noted. There are two maktabs at
Kahror, one attache^^ to the house of Sualeh Muhammad, who t(‘aches the
Koran gratuitously to at least 15 pupils, and according to a private return
another large Koran school attached to a mosque, where 11aiiz Hamid teaches
u
 ( 78 )

47 boys gratuitously. The same source mentions a Mahajani school with 15

pupils, where Botu Ham teaches Lande and Mahajani gratuitously.
E x t r a . —The following schools'which are not mentioned in the Police Re­
turns are found in the return furnished by the District Inspector of Schools:—

Name of
L, eni d
Name of town or Locality. Name of Hia qualifications. I I Subjects tanght. S ehabes .
tehsil. village. t«acher.
A

* Shui d. Bang&lali Attached Pir Bakhsh Knows Urdu and 20 10

Ab&d. to a Persian.
House.
Ditto . Shekhu- Ditto . Mnham mad Persian 20 Gulist&n, Boa- 5
pur. Amin. tan, Zulikh^,
Sikandar Na«
mah and Saj*
jiutal Abrar.
Ditto . Chntian. Ditto . Alah Bakhsh . A well-known Ar­ 20 G r a m m a r . 10
abic scholar. Fiqah, Asul-i*
H^fs, and
Trfsfr.
Ditto . Khiinpur Ditto . Imam Din • Ditto 15 Ditto ditto w He gets this from the
and Persian. owner of the mos-
QUO*
Lodhran . Jallah . Ditto . Ahmflbd Din Knows the Kor&n 10 The Kor^n 7
and Persian.
Ditto . Wahinaw Attached Alah Bakhsh . Knows Urdfi and 12 The Korin, 6 Oot a prize of £s. 5
to a Persian. Urdu, Persitm last year from the
Mosqae. and Axithmetio. Inspector of
Schools, Mooltan.
Ditto . Ohaakf Ditto . Imam Bakhsh. Ditto 10 Ditto ditto . 5 Ditto ditto.
Mat!
Kh^n.

The following additional ^hools, which are neither in the police return
nor in above lists, are extracted from another return:—
GJmispur with 12 pupils
Bharja with 5 >,
Qasim Batiwith 6 „ Persian and Arabic are^Qght.
Makhdiitnpur with 8, „ 1
A Gurmukhl school in Qasim Bdti, attached to the dharaintiala, imder Bhai
Simran Pass, with 18 pupils.

* The Persian aehools in this distriot are so nnmerotui that th m is not a Tillage in which thc^ do not exist.
But as the number of pupils in them does not exceed 3 or 4, whilst dnring parts of the year they are entmly deserted,
I have not given their names. Those which I hare given in the above list are permanent soho(^.
 ( 79 )

M OOLTAN D IV IS IO N .
JHANG
GENERAL ABSTRACT.

No. of No. of No. of No. of Total No. of Total

Maktobs No. of SanscTit and No. of No. of Lande and No. of
District. anil
Ma'IraKax.
pupils. Nagri
Kchools.
1 pupllH. Gurmukhi
8L-huuls. pupils. Alahnjani
schools.
pupils. liidiRcnoua No. of
Kchoola. pupils.

Jhang . 122 1,423 . 14 Vdl 65 770 6 116 196 2,506

j
1

J hang PROPER.—Tlie most eminent Hakims in this circle are—Mian Jan

Muliammad, and Alla Bakhsh, at Jhang, and Mian Ahmed-ud-din, Mian Nur
Muhammad, Nural Haq Afghan,Pandits Gurditta.Deviditta and Jagan Brahman,
atMaghiand. All of them practise the Yunani system of medicine. A private
informant adds Saldmat, Sukh Ram and Muhald, Baids, and Moiilvis Ali Mu­
hammad, Kazi Najafshah, Ata ? Muhammad, Nur Muhammad, Hafiz Ala
Bakhsh, and Obaidullah. Pandita Mayya Dass, Lorend Chand, Murli Dhar,
Mohan Lai, Hardayal and Hargopal, and Bhais Gohind Dass liamdiyal,
Kahan Singh and Khan Chand are added by another informant, Tliere is a
maktab at Maghidnd, attached to a mosque, in which Mian Jan Muhammad
teaches Arabic, Persian and religious books to 40 pupils, and gets Rs. 10 yearly
with food from his pupils.
At Jhang Proper, there is also a maktab attached to a mosque, conducted by
Mian Ghuldm Muhammad, teaching the same subjects with the same emolu­
ments as stated above, to 45 pupils. A primte i^ormant adds Kordn schools
with 15 and 26 pupils Jhang and Maghidnd respectively.
There are patshalas at Maghidnd and Jhangy one in each. The former is
under Chdnajj Dass Pan^t, and the latter under Mayd Dass, who teach gratui­
tously 22 pupils (privfite return gives 36 and 15 pupils respectively) Sanscrit,
Path Vishnd Sahanj^’ Wdm, the 1,000 names of Vishhii, &c.
At Maghidnd the^^e is a Gurmukhi school, in which Bhdi Sain Dass Eaqir
teaches 90 pupils Gurihukhi, multiplication tables, Arithmetic, and the Granth.
(A private return gives 6 Gurmukhi schools with 160 pupils.) There are
also Gurmukhi schools at Jhang and Gheoroy one in each, with 10 pupils
in each. The subjects taught in these schools are the same as in the Maghidna
Gurmukhi school. The teachers have no fixed income, but get some flour
weekly. There is no Mahajani school in this circle, but the shop-keepers teach
their sons at their own shops.
W antjka.— ^Among the Moiilvis mentioned in the Police return is Ghuldm
Basiil, a learned man, who is also a most eminent Hakim. Among the Bhdis,
Panjab Singh at L ^ gar Makhdilm and EZann Singh at Lalidn are distin­
guished.
There is a maktab at Wanuka attached to the mosque, under Moulvi
GhuMm Rasul and Fazluddln who teach Syntax, Prosody, Logic, Persian, Medi­
cine, religious books and the Korin to 15 or 20 pupils (faqirs), all outsiders.
They have no income to support themselv^, except what they earn in the prac­
tice of medicine and in agriculture.
There is a Gurmukhi school at Lalidn and another at Langar Makhdum ;
both are attached to the dharamsalas. In the former, Bhdi Karm Singh teaclies
Gurmukhi to 10 or 12 (private informant gives 20) pupils, and in the
latter Bhdi Panjab Singh teaches Gurmukhi, Lande, Sardfi and Mahajani to 15
or 18 pupils.
Lalidn has also a Mahajani school, under Mulardm, teacher, attended by 12
or 13 (a private return gives 25) pupils who leam Lande, &c. The teacher
derives no fixed income from the school.
 ( 80 )

When a pupil finishes his study of Gurmukhi or Landc, he presents

2 to 3 Eupees to his teacher.
UcH.—The most eminent Pandit at Uoh is Bhagwan Dass. Among the
Moulvis, are Moulvi Nurullah and Muhammad Akram at Wasu and Astana.
Among the Hakims, Muhammad Bakhsh is the distinguished one at Wasu and
Astana, who practises Yilnani medicine.
The madrasas in this circle are, one at Wasu under Nurullah, with 12
pupils (a private return mentions 4 with 28 pupils), one at under
(Muhammad Akram with 20 pupils, and one ^i Lashari under Fatah Muhammad
^ith 12 pupils, two at Kot-Shaar with 14 pupils, and two at Machhiwal with 14
pupils. The subjects taught in all the above schools are Arabic, Persian and
f ligious booki^. The annual income is Rs. 20 in kind with food.
TJch has a patshala attached to the temple, under Pandit Bhagwan Dass,
who teaches gratuitously Sanscrit, Path Vishnu Sahasamdm, Gita, &c., to 8
pupils.
There are 6 Gurmukhi schools:—
One at Kot-Shakar under Ganesh Dass, with 10 pupils.
Two „ Maohhiwal „ - Sham Singh „ 18 „
One „ Rashidpar „ Partab Singh „ 9 „
One „ Wasu „ „ 20 „
The subjects taught in all the above schools are Gurmukhi, multiplication
tables, Panch Granthi. The teachers have no income^
There is no Mahajani school at all, but the shop-keepers teach their sons
at their own shops.
B alltj.— Among the Bhdis Khazan Singh of Shdh Jiwna and among the
Moulvia Sayyid Elotsul of Ballu may be mentioned.
The largest maktab in this circle is in Ballu, attended by about 35 pupils,
who learn Urdu and "Persian and Arithmetic. The yearly income of Sayyid
Rasul, the teacher, a good Persian scholar, is Rs. 4^. He once also got a prize of
Rs. 30 from the Government for the good organization of his school.
There are Gurniukhi schools in the villages of Ballu and Shah Jiwna at­
tached to the dharamsalas, in which Bhdi Gurmukh Singh and Bhdi Khazan
Singh instruct 46 and 20 pupils respectively in Gurmukhi and Lande, and each
has a monthly income of Rs, 2.
Chinyot.—In Chinyot (a place which has produced some historical person­
ages, Saadulla, the famous minister of Shahjahan being one of them) Sakima
Abdul Hakim, Khuda Bakhsh, Ghuldm Haidar, Hafiz, Patahuddln, Kazi Shaikh
Ahmad and Girdhari Lai Baid; and among the FanditSt Gorandatta, Chander
Bhan, Lachhman Dass, Sada Rdm, and Shivdyal deserve notice. The Moulvis
Ahmad Din, Fakhruddin, and Abdul Halim, and Bhdis Hira Singh and Bava
Tirthdas may also be mentioned. A private return adds Kanshi Dass, Goshain
Baid and Nizamuddin Payez, a poet. Gorandatta. Lachhman Dass and Chander
Bhan are said to be authors in Sanscrit and Hira Singh in Gurmukhi.
In Chinyot there is a madram attached to the Pukhta mosque, in which
Moulvi Fakhruddin, a great Arabic scholar, teaches Muhammadan Law, Logic,
Arabic Grammar and Persian to 50 boys, with an income of Rs. 10 per mensem.
The Police returns mention only 20 pupils. According to the Police returns
there are only 10 maktabs attached to the mosques in the town of Chinyot^
under Abdul Hakim, Fakhruddin, Ahmaddm, Badruddin, Karumdin, Abdul
Halim, Abdal Karim, Khudayar, Fazaldm and Khudayar II with 20, 20, 10,
8, 10, 7, 20, 20, 12 and 5 pupils respectively; but a private return gives 17
maktabs with only 127 pupils, whilst a third informant mentions 3 maktabs
and 120 pupils.
Chinyot has a patshala also conducted by Pandit Gorandatta, a great San-
seuit scholar and astrologer, teaching Sanscrit Grammar, Prosody and Alankdr
 ( 81 )

(Rhctoric) to 20 pupils. A private informant adds 3 more patslialas Avitli 40

puj)ils.

There i? a Gurmukhi school (attached to the dliaramsala of Bliai Chani]>a)

and 2 Maliajani schools, c o d ducted by Bhai Hira Sing-h and Kishen Kaur and
Panjab Sing'll respectively. The former is attended by 20 pupils and the latter
h j 25 pu])ils. A private return mentions 1 more Gurmukhi school with 25
pupils and 2 more Mahajani schools with 50 pupils. The village Sheikhcm has
a Gurmukhi school with 4 pupils.

B iiorna .—In this circle, Ghulam Husain (of Samandar) among the llalcmis,
Bakht Jamal, Abdul Wahab, Abdur Hahman (of Mahamdi) among the Monl-
and Amir Singh among the Bhdis, deserve notice.

The villages of Math Muhammad Shah, Samandar, Mohamdi, MolaJcdi

Uajtilca, Adlana, and have madrasas under Jewaya Shah ,Moulvi
Bakht Jamal, Abdur Bahman, Abdul Wahdb, Din Muhammad, Amir ]3akhs1i.
Imam Bakhsh, and Ghulam Muhammad, with 8, 6, 20, 6,10,12 and G pupils
respectively. The subjects taught in these schools are the Komn, Arabic and
Persian. A private informant mentions that the number of pupils in Mulakdi
liajuka and Mohamdi is 20 and 25 respectively.

There is a Gurmukhi school at JBhorna with 6 pupils, under Amir Singh,

who teaches Gurmukhi. The teacher has no income, but he is presented with
some clothes, &c.j when a pupil completes his studies.

M usan.—In tills circle, Moulvi Fatah Sahib, a famous Arabic scholar*

among the Moulvis, and Muhammad Zdliid, Jalaluddin, Saiyad Qutab Shah,
Saiyad Hasan Shah, Moulvi Ghuldm Murtzd, and Hafiz Jamaldin among the
Hakims, deserve notice. Hakim Hasan Shdh also teaches Medicine.

The largest maktabs in this circle are—the first, at Basti JPirkot, attached
to the mosque, under Moulvi Ghuldm Nabi, who teaches Arabic, the Kordn,
Persian, IJrdu, Arithmetic, Medicine, Letter-writing and Caligrapby to 30
pupils, and gets Rs. 10 yearly in money and kind, together with his in­
come as a priest ; the second, at attached to the mosque under
Moulvi Muhammad Said, who teaches Arabic and Persian to 11 pupils and
gets Es. 30 annually; the third at Qddirpur Khurd, attached to the teacher
Hafiz Ali Muhammad’s house, who teaches the Koran by rote, Urdu and Per­
sian to 15 pupils, and gets Rs. 10 per annum; and the fourth at Vdhwdnd, at­
tached to the mosque, under Midn Mahmud, who teaches the Kordn, and Masdili
Hindi (religious tenets in Urdu) to 25 pupils, and gets Rs. 10 each year.

There are also small maktabs as under:—

Pirkofc Sadhana with 8 pupils who learn the Koran.

Malkhiand 8 » n a Koran, Urdu and P<
Salhiana 2 with 17 3i >i » >9 Koran.
Kot Sukfaa 7 » >} if Do.
Nijabat 11 a a >i 99 Do.
Khotiana 7 a a n t9 Do.
Bhorana 6 » » ti 99 Do.
Wasil Shdh 6 ti Si »» 99 Do. and Persian.
Musan Z with 35 » )t « 99 Do.
Kot Kh£n 7 >» w 99 Do.
Lang 6 )) » » 99 Do.
Haweli Shaikh
4 ft » if 99 Do.
Debdudna }} 4 a }i )> 99 Do.
Basti Chhidhai'an „ 10 }> 9» Do. and Urdu.
w
 (
82 )

Melipanwala with 4 pupils who learn the Koran at?d Urdu.

Sahjawal 5 )> » iy Persian and Urdu.
Tala Talwara 10 the Koran, reading and learning by rote.
Thali Gadanwali „ 5 „ Koran, Persian and Urdu.
Jaban Khaa » 3 a „ Do. do. do.
Daduaiia }} 8 1 39 „ Koran reading.
Sialanwala 9 n „ Do.
Hasiui Khan 3 » » Do.
Rajiaua 6 )> „ Do.

The largest Gurmukhi school in this circle is at Kotsdhib, attached to the

dharamsala, under Uttam Ddss, teacher, who teaches Gurmukhi, Arithmetic and
Lande to 15 pupils, his annual income being Rs. 30. There are also the follow­
ing small Gurmukhi schools in this circle:—

Pirkot Sadliaua, with 3 pupils Jearaing Gurmukhi.

Kot Sukha 3> 8 » Do.
M usan >> 9 » » Do.
Kot Khan 8 Do.
Lang 5 » Do.
Haweli Ghulam
Jinat 8 f) Do.
Hasan Khan » 1 0 39 Do.

General Remarks.—The inhabitants of tliis part of the country are not

aecustomed to serve their tutors. It is almost an ordinary custonx for the
pupils to give theh’ teachers only a small loaf daily, called “ handd” or “ wadifa.”
When any pupil, after 3 or 4 years, finishes the study of the Koran or of the
GrantU, he presents, according to liis parents’ means, a present of from Rs. 5
to 10, cloth or cattle, to his teacher.

G har M aharaja .—Among the Hakims, Moulvi Mir Muhammad at Bold

and Moulvi Shaikh Muhammad at Mad Mahpdl deserve notice.

The largest maktabs in this circle are at Jhandir Nyaziwala and Mad Mah-
2)dl a1taclied to the mosques, under Moulvi Hafiz Dildwar and Muhammad
Bakhsh, with 27 pupil (a private informant gives 30) and 16 pupils learning
Arabic and Persian in the former, and Urdu and Persian in the latter. The first
teacher gets 5 kliartodr of grain (as much as an ass can carry on his back)
annually, with food and clothing. The second gets corn of the value of Rs. 5
monthly.
There is no patshala or Mahajani school in this circle.

Shorkot.—The most eminent Hakim in this circle is Midn Hdji Mahmud

Faqir of Hasu Wali. There are 2 maktabs at Shorkot with 13 pupils.

The largest maktab is at Klidhi Lakhi^ attached to a private house and

attended by 30 pupils, whom Asa Ram teaches Urdu. His income is pre­
carious, the zemindars give him some corn half-yearly, the quantity of
which is not fixed, but some give 1 or 1| kharwar.

The Gurmukhi schools are at Shorkot and at Bah Kaldn^ attached to the
dharamsala, with 10 or 20 pupils, the latter under I3hai Wasanda Faqir, Udasi,
who teadies Gurmukhi and lives on alms.

B o r a n a . —x4.mong the SaMms, Gahra at Borana, Chamgh at Pehal, and

Ghulam at 'I'atta Umrd,, and among tlic Bhdis, Karm Singh at Burdnd,
Munna Singh at Tatta Umra, Karmchand at Tatti Malaraja, Singh at
Delia , and Karpal Singh at Kot Sultan, are most eminent.
 ( 83 )

The largest maktabs attached to mosques are at Shanmcm, InayatpuVy

Tatti Malaraja and Sangra, in this circle, with 8, 6, 18 and 5 pupils, under
Karm, Imamuddin, and Ahmaduddin, who teach Arabic and Persian. The
teachers have no income from the schools, but they get their daily bread from
the Musalman community.

There are Gurmukhi schools at Bordna and Tatti Malamja, attached to the
dbaramsalas, with 20 and 8 pupils, under Bhai Karm Singh and Bhai Karm-
chand, who teach Gurmukhi gratuitously.

In all the above maktabs, Persian and Arabic are taught.

Additional List of Indigenous Schools in the /hang District,

No. of
Plack. Madrasas or Maktabs.
pupiia.
Subjects taught.

Jhang 7 Maktabs 96 The Koran, Persian, Urdu and

Arithmetic.
Jhokdaya Koran school 10 The Koran.
Lurka . . . . Mad rasa 7 Arabic.
JaraalikUurd Maktab 12 Urdu and Persian.
Dirdj . . . . Koran school 16 The Koran.
Pathanwala Do. 5 Do.
Pirkot . . . . Maktab 8 Urdu and Persian.
Kadivput . Koran school 10 The Koran.
Abyana . . . . 3 Do. 10 Do.
Sajhar . . . . % Do. 14 Do.
Thatte said Do. 8 Do.
Musli Do. 9 Do.
Yakkawala Do. 14, Do.
Khanana . . . . Do. 5 Do.
Shaikh Chuhr . Do. 7 Do.
Chela . . . . 2 Do. 7 Do.
Dhillan . . . . Do. 16 Do.
Ghari Shah Do. 9 Do.
Kot Khaira Do. 11 Do.
Raj leana . 2 Do. 15 Do.
Sallara Do. 28 Do.
Budhoaiia . . . . Do. 8 Do.
Hassan Ali . Do. 6 Do.
Eanjit Kot . . . Do. 12 Do.
Pir Abdurrahmaa Do. 9 Do.
Ahmadpur Do. 12 Do.
Haveli Bahadur Shah Do. 4 Do.
Dale Kalaa • Do. 9 Do.
Basti Nur Ahmad Do. 25 Do.
Jandhir Wali Muhammad . Do. 25
Bagh . . . . Do. 16 Do.
Leo . . . . 4 Do. 36 Do.
Mirniwala 10 Do. ...

Sanscrit Schools.

N o .o f Sii1>jects taught.
P lace. Schools. pupils.

j
Ahmadpur 1 Sanscrit school 23 1 Lando, Nagri and Sanscrit.
Jhang . . . . 3 33 j Sanscrit,
 ( 84 )

Gnrmukki Schools.

No. of
PtACE. Schools.
pupils.
Subjects taught.

Kot Isa Shah 3 Schools . 27

Kot Slia.kir 1 School 6
Chatta 2 Schools . 20
Karau 1 School 8
Mukhyana 1 Do. 6
Sultanpur 1 Do. 6 1
Khanana 1 Do. 12
Mari 1 Do. ]6
Maehhiwal % Schools . 18
Dhillan 1 Schpol . 24,
Ghavishah 1 Do. 14
Rajhana . . I Do. 10
Budhoana 1 Do. 14
Hasan Ali 1 Do. 10
Kakuwala 1 Do, . 10
Pir Abdurrahman . 1 Do. 25
Haveli Bahadur Shah 1 Do. . . 16
Kalin Bharwana 1 Do. 10

Mahajtani Schools.

No. of Subjects taught.

PlACE. Schools.
pupils.

Rajoa 1 16
 ( 86 )

M OOLTAN D IV IS IO N .
MUZAFFARGARH DISTRICT.
GENERAL ABSTRACT.

of
Ko.of No. of No.ol, Total No. of Total
No. of ^Sanscrit sn& No. of Gurmakht No. of L an d «u ^ Ho. of Iodii;e»ua8 No. of
Sistrlttt. mikktabsMid jopil*. 1I papSls. papUs. Mahsjaat poirfta.
SJftdissas. 1 schooiB. BchooU. wihooU. Schools. paplla-

MuzKfifar- 163 1,334 8 35 9 73 6 109 186 1,531

garli.
1

A l i p u r . —Shivlai Tliakur, of Alipur (Baid), and Moulvi Jandwad deserve

notice.
The town Alipur itseli lias (according to a private return) a maktab, in
which the Koran is taught to 12 girls and 8 boys. The police return only men*
tions a Giirmukhi school with 8 pupils, in wbicn religious books are taught, and
a patshala with 2—3 pupils, where the instruction is also purely religious. At
the Tillage Ghalwdn is a maktab attached to the mosque of Moulvi Muhammad,
deceased^ where 9 boys attend; the subjects taught are s^ tax, prosody, logic,
and religious hooks. Mouiyi Jandwad, a higUy-educatea man, teaches 4 pupils
gratis.
At Madvala the same is taught as to 5 pupils; whilst at the second
maktab only Persian is taught by Qhaiii Bakhih to 8 pupils.
Bait-Nabi’ Shah has a maktab with 14 pupils* under Fateh Muhammad,
who teaches the Kordn, Persian and Arithmeuo. Abore two teachers got a
supply of grain occasionally, and a present on marriage and other festivals.
S y a l w a n . — In the villages Khaira, Thuth Qumanee and Behrihook,
Houlvis Saleh Muhammad and Alla Bakhsh and Hakims Husain Shdh, Ahmadpr
and Nihal Chund, and Malak Siddiq pf Tatte d^ s^ e notice. The fol­
lowing table shows the maktabs in tM^ oircIe,^-^

Names of towns and villages.

Village Khuird . . . • • 1 h
Shaikh Umar . . . • • 1 6 Bo; and ciih«r books.
n Kaobid Ghurbi . . . • • 1 5 Do.
Dugur Killasarah 1 i 00. and other bo<fKt.
/
>! ShaHi Khan . . . •' • 1 7 Do.
» Ba})ah . , , 1 6 Do. and oilier books.
it Ladhalungur • • 1 4 Do.
ft Sohni . . . . * , 1 6 Do.
it Jhadhii'durejh . • • • ] 4 Do.
ii Naun . . . . • • 3 7 Do. aod other books.
i> Jhujhanwali . « . • 0 I 11 Do.
a Lnhnir . . . . 1 18 Do.
i> Paryacliokha . . . • • 1 9 Do.
SI Tattee Hamza . . • 1 9 Do*

P or tlie last four, the following details are given in the Police return:—
^ le y are all four attached to mosques. The teacher of fie Jhujhamoali maktab
is Ilaiiz Muhammad Azim; the one at Lalmir^ Muhammad Bukhsh; the one at
DaryachokhOf Said; and the teachcr at Tattee Mamzat Shd.h Khudbi JE^hsh.
Tlitg cirole has small villages which contain no patshalas, nor Gurmiifcbi
or Mahajani schools; where there are Government schools, the boys resort to
them.
 ( 86 )
%AHAKA.-~In the town Balt Isd^ only a small Persian school^ with 6 papils,
is mentioned.
KHlNGAJtH.—Hakims Najrain Dass Popli, Hira Nund and Tiratli Mai are
noteworthy in this circle; also Bhai Sarndas. Amongst the maktabs on the
list, those of Chuhrpur, Chamru Waldy Kot Badun and Jhalc are the best.
All these four are attached to mosques; some of the pupils attending are girls.
The teachers of above are Muhammad
MAKtiBs o r TXI Ciiici* K bjlTOabv.
Pazil, Karim, Hayat and Musa.
They are paid in money and kind;
Ifnmlmaf Snmber «f Sabjects
Vsmes of tomu and villtgM. •chobU. taught. besides fees, the students pay them
2 or 4 rupees at the conclusion of the
Kb^Engarh . . . . 3 19 Eor^n. Kordn.
C'huhrpnr . . . . 2 17 Do.
Tbatta Quraishi . 1 3 Do. Khdngarh itself has a Mahajani
Turf Massd . . 1 7 Do. school with nearly 30 pupils, in*
Monda . . . . 1 4 Do.
Gndpore . . . . 1 5 Do. which Ditta Misr teaches Lande.
Kocbhi Saidn Kb&n . X 3 Do. According to private information,
CbauraWoU . . . 1 4 Do.
Salaiipanpore . . < 1 6 Do. besides land^, Sanscrit and Gurmu*
Kot Dadnn . , 1 4 Do. khi, are also taught, and Brahmin
Bet>>Iithai.Slii(h . . . 1 3 Do. Datrdm is named as teacher. Ac­
Kamalpore . . . . 2 XI Do.
Jhak; . . . . . X 8 Do. cording to a third return^ this school
fihaiUhpore . . . X 6 Do. has 48 pupils, and in addition to the
X 5 Do.
Gbazatifargarh . I 4 Do. reading and writing of above charac­
ters, multiplication tables up to 80
X 10 are also taught.
Tlie Police return has the following note*:—
From a private retnm from the Khangarh <nrcle we extract the foUowing
which is not contained in the Police return;—**There are 3 good indigenous
scluxils in this district, in Fanchmivala, Mmtri Baraif Berman. Besides reli­
gious books, they also teach the books which are taught in Grovemment schools.
With the recommendation of the Inspector of Schools of the Mooltan Circle,
last year, every teacher is rewarded with Re. 1 per pupil^ yearly.” Panchmi-
vala or Basti Piinchmivala is put down as having 27 pupils. The number of
pupilj^ of the other two is not mentioned. The same return mentions Langar
Barai with 18, and Bosan with 17, pupils.
B/ANGPTJE.—Moulvis Sultan Hamid and Shahabuddin; Pandit Nanuk
Ghahd and Bhai Basant Dass, are distinguished in Bangpur. Hangpnr itself
seenk to have no schools; at any rate, the police returns mention none. The
following villages have maktabs;—

Xamber of Knmher of Sntjceta

MaiDMo( toWMtad villa|ro>. mailtubs. boy*.

boys
£ b ok h n Mobahbftt jfirla
.fiiuti Axim .
boy The Annrptir has also a Gurmukhi
jfirls KoF&n.
bi.ys school attached to a dharam^la and
'A-mirptir . Do.
ffirls the Bhai lives in the same. Six boys
Bulkflna .
bo.vB Do. learn Giir^iukhi. ^ Lande is taught
girls
Barftbatnnar Do. at the shops. '
Ifikka Jamal . Do.
boy
Arurpur \ Do.
Pfiils
boys
Ajmawanah. . Do.
girls

*Notb.»Tbrougbont tliifi circle there is no school whieb has a fixed monthly inenme. In Mm* TtilagM
the Muhan*ivadans have engii^tHl-Uie mullas of mox^un to teiteh the JTor4u to their children. Thette malhui fto
ttery .eimiifg'{ihiite houM« of tho MtthMiowdHn rexidentM of the vilhigi^ and get mio tka/mli (Inrcad) from meh
boKM. They ahio rttrcirc preiwiitN nn the oecasion of studeiila, beginning or finiahiag the JCviiim, Souetuiiw
f uch p la n ts con«iHt of homoH. bnffakieii, Ac.
Lai^^e and Siirafi an o£(m taught to Um cbUdvea at timr vdations' s b c ^
 ( 87 )
KiJAB,.~-The best MotQvis of this thajia are: AU Muhammad of Hujra,
Ali Muhammad of Mihrpur, Salih Muhammad, Pir Muhammad, Din Muham-
mad, Mulla Tahja and FaizuUah. The best Pandit is Sadanand. In the vil­
la ^ of Sharif Hujra is a maktab, which is attached to a mosque, and where
Ali Muhamnusid teaches to 8 boys Arabic and Persian. He gets E.s. 3 a month.
In Kijar Sadanand teaches Sanscrit and Jotish (Astrology) to 5 pupils at the
patshala there, which is attached to Gopi Nath’s Mandir; he gets also only Rs. 3
per mensem. A great many Hindu boys learn Lande at the shops. The fol­
lowing villages in this thana have maktabs: Mihrpur, 1 with 5 boys, Oaurantt
1 with 4, JBugga-Ohulwan, Kijar 1 with 4, Bet Ali 1 with 7 and 1 with 6,
Mianpur, 1 with 8, and Ahmed Mohana, 1 with 12 pupils. They are all
attached to mosques, and Persian is taught in them.
SiTPUR.—Hakims Nur Baklish and Karim Bakhsh are mentioned. Gahdrdm
and Chandna have each a maktab; they are attached to mosques. Tlie fii*st
has 19 pupils and the second 21. The subjects taught are Persiau aud Urdu;
the following books being read: “ Giilistan, Bostun, Bahjir Danish, Sikanderi-
numa, Tohfa Nasilia, Karima, &c.*' i^iie teachers of above tu'o schools are Allah
Yar, Bahmat Ullah and two others. They get bread aud money on specified
occasions.
Daira. D in P anah.—This town has a maktab, which is attached to the
white mosque (Masjid Sufaid); Moulvi Abdulla, who is also preacher and
Imdm of the masjid, teaches gratuitously to about 11 boys Arabic, Syntax, &c.,
and Persian. The other distinguished persons are Moulvi Hidayat Ullah;
Pandits Kali Chand and Khushi Ram; Hakims Mirza Ibrahim, Wali Ram,
Alia Bakhsh, Midn Buddhan, Nazar Sliah, and Ghulam Rasul and Chhilkon
Hisser Baid.
Din Tanah has two patshalas attached to temples, with 4 and 7 pupils
respectively; above Pandits teach Sanscrit, Poetry, JPnrdu (mythology) and
Astronomy ; they teach gratuitously, and nuiiiitain themselves from the
offerings that they receive from their Jljmans (those who pay them fees for
performing marriage and other ceremonies).
It has a Lande school with 8 pupils, and a Gurmukhi school with 10 pupils
attending them.
Ahsdnpore has a Kordn school with 4 pupils, a patshala with 5 pupils, iuj
which Sanscrit and Lande are taught, and a small Gurmukhi school. Accord­
ing to a private return it has also a Mahajani school, in which Hindi and
Mah^jani are taught, with 8 pupils.
Baitdh has, according to a private return, 4 maktabs with 42 pupils, which
is likely to be coiTect. Jaunuu has a mixed school with U boys and 3 girls
attending, in which the Korun and Persian arc taught, Khai with o boys and 8
girls, Khaimwala with 4 i)oys and 4 girls ; Purhar Ghnrbi, 4 maktabs ^jth 28
boys and only 3 girls; Koi Udu, 2 maktabs with 5 boys and 3 girls; ha$''£lso a
patshala with 2, a Gurmukhi school with 4, and a Lande school with 10 ptipils.
Bhuhpur^ Lunwalay Neel and Singrai have each a small niaktab with 2, 8,
2 and 5 pupils attending respectively. Mundah has a largo Gurmukhi school
with 25 pupils (private return mentions only 10 pupils); the following Gut-
mukhi boola are taught: Jap, Sukhmaui, Tmwhgmnthi and the Grantli.
MuzAFFAiiGAEn.—The distinguished Moulds are : Barkat Ali, Akbar Ali^
Kazi Yar Muhammad, Sultan Ahmad, Muhammad Aizul, Ghuhim Muhaniuiai^.
Abdul Hakim Ruknuddiii, Shah Muhauiuiad, Abdula/AK and Qa/A Muhammad
Yar; Hakima Thakar Sant Lai, Kazi Muhammad Yar, Mian Abdul Hakiin
Mullan and Ghulam Rasul Khoja ; Bhais Mutun Dhurmsaliii aud Rira
Rdm Dhurmsalia.
Mu^a^argnrh itscU has 2 maktabs with 11 pupils, ac<?ordiu‘? to a police
return,in wJiiclitheKomn, PersianGmmmarand Syntax arc taught; a patshaf
in which 5 <l)oyisiiro instructed in Sanscrit; a Giirnuikhi si'^hool with 4 pupi
and a Maliaja^ scU in which the Mahajtmi and Ltinde chai*acters aud multip
 ( 88 )
cation tables up to 80 x 10 aie taugM to 4 pupils; according to private infoma-
6on, however, the number of the pupils is 20, which probably is more correct.
The teacher is Gopala Missar. Lutkur has a small maktab with 4 boys, in
whicl’ Persian and the K oi&q are taught, a small patshala with 4, and a Gur-
m"khi school with 4 boys. Tehree h ^ a Madrasah, in which. Arabic Grammar,
&c., IS taught to 11 boys. The following are some li^ore maktabs in this circle:
Bhmtapur, 2 maktabs with 8 boys, in which Urdu, Persian and the Kor&n are
taught; Ja88etehant1yn\k o\ l)uma, 1 with 4; Khdnpur, 1 with3; Ohaknoari
1 with 4 ; AUpur, 1 witn 10; Lmgar Sarai, 1 with 6 ; Ohagm, 1 with 3 ;
Majipur 1 with 3, and Taththa Sgalm, 1 with 5 pupils.
T h a n a JAT0I.— H a s the following m aktabs :—

Number of Number of
Namw of villages. maktabs. pupils. ‘
Subjeots taught.

1 12 Persian and Arabic.

$9 1 15 Urdu and Persian.
1 20 Persian.
1 20 Persian and tbe Kor£n.
99
1 10 Ditto.
99 Sabiwalla 1 10 Ditto.
99 Bustidanwar • •- 1 12 The Koiia and Pereian,

All the above maktabs are attached to mosques; those at Phttla?t and
Bait Bagsha are said to be the best; the teacher at Phulan is Moulvi Muslim,
and at Bait Bagsha Moulvi Muhanpoad Yar.
T h a n a K t j r a i s h i . —Hakim Khair Muhammad Quraishi and Eatah Muham­
mad Moidvi are distinguished men. Hhe villages of Karimdad Qurai»himd
Baxti Qhuldm Sarhani have a Madrasah each, attached to their mosque; the
first has 7 pupils and as tocher Fatah Muhammad;* the second 20 and teacher
Umar; the Kordn, Arabic and Persian are taught. They get paid in kind—
grain to the value of B>s. d and Bs. 8 per mensem.
T h a n a S h a h e S u l t a n . —In this thana the following places have each a
Perso-Arabic maktab with 10 pupils, which are attached to mosques: Shdhr
Sultan^ Kotlah Sultan^ Sh&h Bupree, and Mmlam Qhuchra. The names of the
teachers of the first three are: Moulvi Allah Bakhsh, Allah Yar, Makbul, and
LalM. They get occasionally some grain and their food and clothing.
. ' f
Thana B^helawaxli—Contains the following schools: Khanpur, ! with
10 ; Bafahmwdl% 1 with 16; Aludwalli, 1 with 20; Dehravmddu, 1 with
7 ; Galga 1 with 11; JahdewalUy 1 with 7 ; Muhalkahakha^ 1 witk 7; and
Mnghunpala, 1 with 6; they are all attached to mosques. Persian, Arabic and
the Koran are taught in all, except in Galga and Mughunpala, where only
the Kordn is taught. At Mahra^ in the house of Mohun 1^1, is a Mahajani
school where accounts in the Lande characters are taught to 16 boys.
EXTRA.
The following names of places, with schools, are taken from a Private
Return : Manna^ 1 with 18; Khanam, 1 with 13; AliwalU, 1 with 11; NU
halwalla^ 1 with 10; Bakar Shar^ 1 with 8 ; AllahdadiyX with 6; and Behliy
also 1 with 6; whilst Leitkran is mentioned as having a Gurmukhi school
\iith 6 pupils.

• N o t r . — Bewidcs the Moalvis mentioned above, there is a Monlvi, a native of the village Gulab Qur-
nani, who possesKes good qualifications in Persian and Arabic, bat ho does not live there. He is a teacher iu a
Madra.sah at Mooltan. In some vilht^oH there are Dhuramsalas built for the Hiuda travcUerB only. Lande
1* taught by Hiadus to their children privately. Thoro arenoschoolti for them.
 ( 89 )

M O O L T A N D IV IS IO N .
MONTGOMEEr DISTKICT.
GENERAL ABSTRACT,

No, ot
maktaba No. of
, No. of
Sanscrit and No. of jVo. of
Gurniukhi JTo. o f
No. of
Landfl and No. o f ITotal Xo. of Wi
Distriot. and pupils. pttpils. I ludijrenoo* No. o f
Na;:ri RcUoolb. pupils. MnUa.iani pupils. pupil*.
madinsas. schools. ecliools. ScUouls.
)------
Slent- 158 1,461 103 48 537 / 12 191 226 2,292
gomery.

M o n t g o m e r y . — The Police E/etiirn mentions no maktab in this circle, but

it gives the following dharamsalas: the largest at Montgomery itself •with 3 0
pupils, teacher Jawahir Singh ; Koreskdh 1 with 30 j^upils, teacher Ehai Nihala ;
Sidan Shah 1 with 5, teacher Nidhan Singh ; MaUomadpur 1 with 10, teacher
Malwal Singh; Nurshdh 3 with 24>, teachers Hira Singli, Buta Singh and
Kishan Singh. In all these dharamsalas Gurmnkhi and Laiide are the subjects
of tuition. The teachers get their food, corn at harvest and a. sum from 4 to
8 annas when a marriage takes place. DtUd Bala has a Mahajani school with
5 boys, where teacher Khanii teaclxes Mahajani and Lande. A private infor­
mant gives maktabs in Montgomery and with 5 and 10 pupils.

Tha.na Dibaxpub.—The largest maktab in this thana is at Faridpur Jagir,

attached to a mosque where Ghulam Muhammad teaches to 13 pupils the Korau
and Urdu. He has no fixed income. The other places that have maktabs are :
JBasirpurX with 13 pupils; Windla 1 with 9 ; JReipur 1 with -4; Jammu^
Wachhal 1 with 9 ; l*ipU 1 with 7 ; Sualehtoal 1 with G; Shahiiwdz 1 with 16 ;
K(f>riwala 1 with 6 ; Koiki 1 with 7; Moda. 1 with 7; Jamalki 1 with 4 ;
Aiii0^n i witl^ 7 ; Scmiyan 1 mth 5; and F ir Kasim 1 with 4 pupils; 18 Koi’dn
_ K<^a Tara Singh 1 with 12 pupils; and Tdldb 1
^__ ; LaUipitr 1 with 3 ; Stiaha 1 witli 13 ; Ladhiioal 1 with
1 with 4 ; hihalpur 1 with 8 ; JSarichandioala and Basti Sidan
'ptn 6 pupils each; Basanta and Batti Sada Singh 1 with 6 pupils
eQoii, Kunduioala 1 with 4 ; Bahripur 1 with 9 ; FaridJcot and Bonga Sualeh
1 |rith 8 pupils each; and Miistafahad 1 ii^ith 3 pupils, BaUhshawala with
5/lflfcd Bungi *£Mh w;ith#7 pupils.

Basirpur has a large GurmuJchi school attached to Baba Sampuran

dharamsala, where Bhai Dya Singh teaches Gurmukhi and Landc to 35 pu{)ti|,
and gets Rs. 13 per mensem. There are smaller schools of the sam^ ui
the following places : Manqnlpur has 1 with 7 ; 3hmcharyan 1 with 13^ Art-
hansingtcala 1 with 4 ; Phalron 1 with G; Kala Tara Singh and Bhawal Doss
1 with 5 pupils each; Bhtiman Shdh 1 with 10; Tania \ with 6; Nizam
Din 1 with 7; Bihalpur 1 with 12; and Batit, Sada Singh 1 with 2 pupils; in
all these Gurmukhi and Lande are taught.
Kotc.—The Polico return lins ilic followi’i " remark : “ There is no patsliala in Ibis circle. In mofqnea ti^
Kor.an is taxight, and alHHit 5 per cent, of the boys attend these, niosquea. In ^nie UnUifis iiM
tauj'lit. In the. uharaumlivs (itirnuiklii and relj^tinis tenets are tmiyht. The hoys of Sikhs alteuditi|; thek*
dhanini8nlas ar6 about 20 j>ev cent., and those of otiii'v Hindus 5 i>er cent.
Tlierc is no 6xcd mto of pax '.^tcnt in the wfo*scliools. Gejiefall.y when a boy finishes the Koran, his pareu.4
jfiTO Ironi Ito. 1-4 to lt«. 5 to lii« tesioher. I»nt a niulhi of a m wiiother he to;whos or not. rot t ives a chapati
(linnMl) fnnii every house t’veiy iU}jht, nii<l from (V^o 13 seers of corn at harvest time iVoni each ici ll (wolla ar»
attiU'lied to (h>I«Ih), ni* the n>ttinfwi^wn flf his ol' h>:uliii!j: >l'e prayers. In some viii:i*;es ‘oeside tiie income
•Uivv •‘twtiHl ilio kuuUHikl«ni uf life give a plot of hunl rent fri-e. ;ind tlio (.lovernmeui. rent is defrayed by
tUe
]n arlMidii ike IDinv «^ ie; Whoii si pui>il aflends Ihe school, on the first da3’ he
bnTM sin ««f Unrinnkhi iiital iniiltiplit'af'tm fnmi (he ti-acher for one unn:i. When the pupil
WHniwriWwV** <5rn«lli, # imwiit ol l%V. 1. i lo Its. Tt is iuaU<> (o llie Ubai; tbc latter amount, however, i» iM
UffayM gtv«ii. Tbe lliwlM give bread, Xe., uu IbttivaU.
 ( 90 )
Bahlak.—This circle has only three Gurmtikhi schools: at Thamhra and
Thattah Dhimah Salah with 8 pupils in each and at Maaiki with 6 pupils.
jpindi Shaikh Mma and Qhhukmanga have maktahs with 7 pupils, respectively.
Thana TJkara.—Only one Gurmukhi school is mentioned at Satghara,
which is attached to a dharamsala; Gy|?i Singh, Bhai, teaches Gurmukhi to 10
hoys.
K a m a l y a .— Moulvi Khudayar, Hj^kim Alayar, Pandits Shib Dass and Sa­
hib Ditta, and Bhai Nihal Dass are not(iworthy. Kamalya itself has a dharam>
^ala where Har Sixigh teaches the Granth to 25 boys, and also the first Qurmu-
j£htJ?^ding book; each boy when finishing the latter, makes the t«ioher a
present. The same p l ^ has a large Mahajani school, where Bhagwan Dass
teaches Lande to 45 boys. The other Mahajani school is at Chakar with 12
,^tfpils. The only maktahs mentioned in this drole m i t Chakar^ where 17y
boys and 8 girls read i,he Kordn, and at XAa»rM«l^where 10 boys read the
Kordn.
Thana ATATii.*—Moulvis Muhammad Yusuf, Abdurrahman, Shaikh Tahir,
Ilahi Bakhshj Shdh Sawar, Abdulla and Suleyman; Hakims Jawahar Singh
Karamdin and Jamaldin; Bhais Kiahanr Singh, Chanan Singhf Hira Singh,
Mohan Shankar Dass and Singh a,re well known in abov^ thana. The^^ktaba
are: 1 at Sandarki might be called « Madfaaahy as Arabic is taught there by
Moulvi^bdurrahman. The number of pupils is 13. One at Majahadki with
7 ; Ouldb Singh with 12; Kalar KaXan with 13; Jaimal Bazidika with 12 and
Kohela with 7 pupils.
The Ourmukhi schools are: onem Atari itself (thebest) which is attached
to a dharamsala, and Trheie KaluHi Singh and Chanan Singh teach 26 boys
Gurmilkhi and iknde; each gets his food and a rupee on marriage occasions.
The other Gurmukhi schools in this circle are at Kalar Kalan under Shankar
Dass; at Sodhi Wala under Gopal Singh; at Qulab Singh under Hira Singh, and
at Killa Sada Singhs under Mohna with “9,10, 4 and 12 pupils attending re-
spectively.

A revised second Poli ce Return adds the following maktahs —

Place. Pupils. Tethers.
D o g r a ................................... ........ . .1 2 Ali Muhammad.
Gudar . . . . . . . .1 2 Nizamudin.
Marnand Kaljar . . . . . . iJi Sbamsuddin.
Jhogyan Hamun . . . . . . 9
Ainira Tejika . . . . . .8
.Puran . . . . . . . . 9
Lakhu Malkana .............................................. 5
Baggi Patni . . . . . . . 4
Parma Nand . . . ' . . . . 4
){ukanpura . . . . . . . 6
' Khola Jaimal . . . . . . . 5
Khena . ....................................................4
Tahir Kalan . . . . . . . 3
T a k r i l ............................................................ 5
Bhana-Sahiba-ka . . . . . . 3
iUlM)<ryan Ghulam Farid . . . • . 6
Shadi w a l a ........................................... . 5
Tahli B a g a r ................................................... 7

- T h a n a P a k p a t t a n . —Pandit Patah Chand and Hakim Sirajuddin are

mentioned; Pdkpattm itself has a large maktdb attached to a private house
where Haji Ghulam Muhiuddin instructs 25 pupils inPersian. Btmga
JIayat has a still larger maktab,in which40 boys attend; this oneis attached
to a mosque and Muhammad Qamruddin teaches Persian as above. These
teachers have no fixed income, but get now and then a present from the
parents, TJiore are three Gurmukhi schools ; the largest at Fakpattan with 18
pupils; Tiku teaches I^nde; he gets food on “ Sankraf‘ (1st of the month)
and Amavas*’ (15th of the month), and presents when a pupil finishes his
course. The other at Pakl Sudhar with 16, and the third at Mulka Sam with
15 pupils. Gurmukhi and Londe are taught in all.
 ( 91 )
Thana Hujra. itself has one large Perso-Arabic maktab with 16 pupils, and
teacher Mian Hajee, who teaches gratuitously j there are besides two smaller
maktabs at the same place (according to a private return) with 13 pupils in them.
Tho other maktabs in this circle are: Qadirabad with 15; Tilah with 14;
Say at with 10 (private return mentions only 7); Taka Jojah with 6, ana
Jojakalan with 12 pupils; Dhalyana with 10; Kharal and Mdmparsad with 6
pupils each. Sher Nagar with 10, Bahutta with 8, Jhogia misruk with 8,
and Fhalla chacher with 8 pupils.

Ourmukhi achooU v^te: one at Hujra^ attached to a dharamsala, where Bhai

Xapur Singh teaches Lande to 17 boys gratuitously; one at Qadirabad with 10;
and one at Shergarh with 13 pupils. JethpuVy Burgan^ Shdhpur^ Lalawala^
Jbuhlulpur, Bhawan ojA Bhugan have also Qurmukhi schools with 10, 5, 5, 6,
19, 8, and 5 pupils respectively.

Saydwajla.— Moulvis Jamalnddin and Abdul Hamid; Pandits Shankar Dass,

and Kaka Dass; Makima Murad Bakhsh and Kesor Edm, and Bhai Labbhu are
mentioned in above place. The Police returii gives no maktab, and only one
laj^e Mahajani school with 35 boys in Saydtoala itself, where Bhai Balya B/dm
teaches Gurmukhi, Lande and Mahajani. A private return, however, gives'
the following maktabs : 1 in Saydwala with 12 or 16 pupils attending. The
Kordn and Persian are taught by Faqir Jamal Din gratuitously; Porindah 1
with 11; Mukan Mazi 1 with 8 ; and Jhoktor 1 with 10 pupils; in these last
ones the Kordn and Urdu books are taught, Mukan Sahi with 15 and Bajjab
with 5, in wliich only the Kordn is taught, and Mukan Sobha with 4 pupils in
which Persian is added.
The same private return mentions a patshala at Saydwala, and as teachers,
Pandits Shanker Dass, Widia Dhar and B t o KSshan, who teach ” Bhagwat,**
**Viyakam,” , “ Kaumudi ” and other Sanscrit books to 12 pupils. At present,
the above Pandits have no income, but in the time of Malmraja Banjit Singh
they had two wells rent-free and Bs. 100 in cash per annum.

Batti.—-Moulvi Ilahi Bakhsh, Hakim Moulvi Karimuddin, in Batti, and

Bhai Rattan Singh, in Qabula, are well known.

The lai^est maktab is at Batt% attached to a mosque. Moulvi Ilahi Bakhsh,

who is a good Arabic and Persian scholar, teaches 20 “ Dervishes” (poor
outsiders). He gets fees as a mulla and 4 bighas of land from the Lumberdar.
There is a smaller maktab at Batti, with 10 pupils, where Karam Din teaches
the Kordnand Persian. The following villages have maktabs: in CMchraa with
8 pupils, teacher Hasan ; Vali Muhammad with 10, teacher Azizuddin; Smnan
Shdh with 18, teacher Ghulam Kadir; Bhali with 7, teacher Moulvi Nurdin;
Kota with 14, teacher Abdus Satar; Nura with 4, t ^ h e r Sher Muhammad;
Shachok with 10, teacher Ahmad Yar; Tuniiirdt with 13, teacher Shah Muham­
mad; MalukavAih. 4, teacher Sherulla ; Marihazara with 7, teacher Nabi
Bakhsh, and Tamlira with 10 pupils. There are two Ourmukhi schools, 1 at
Batti and 1 at Qabula, each having 12 pupils.

Ohochak.—Hakims Ghuldm Nabi and Gul Muhammad and Bhai J ^ ^ a

Singh, in Kohla, are best known. Lishari has the largest maktab, atts^ied^o a
mosque; 50 pupils attend, most of them strangers. Moulvis Myaii Muhammad
^ ri;, Nizam Din, and Muhammad Bakhsh teach the Koran, Persian and Arabic.
The zemindars of the village pay them about Rs. 200 per annum in cash and kind.
The^ take no fees from the pupils. There are smaller maktabs, Jandraka,
1 with 15; Kohla, 1 with 7 ; Kaman, 1 with 5 ; Migha 1 with 4 ; Joy a 1 with
16; Samdn Bala 1 with 24; and Mampur 1 with 6 pupils. In all these only the
Kordii Is taught, except in Baman Bal^ where Aramc and Persian are added.
There are two dharamaalas in which Gurmukhi is taught, at Kohla with 12
and at LUhaH with 16 pipils, and two Lande schools, at Jandraka and Kohla,
with II and 18 papili respoctivcly. Kancliui IMiagat, Hakim, and Madan IaII,
Pandit, may he mentkmcd; Magam and Kohla have each a maktab with 20
pupili in ea ^ .
 (9 2 )
H ab^pa.—No maktabs are named here, and only the following schools:
1 patshda at Mumdki Katta^ with 4 pupils, where Moti Ram teaches Sanscrit,
gettin^ahout 4 annas per mensem in kind; a Gurmukhi school at the same
place^with 14, and another at Bungha Bahawal attached to a dharamsala, where
Bhai Itar Sirigh teaches Lande and Gurmukhi to 20 boys, and gets Rs.3 per
me^em in kind, and a purely Lande school at Dadra Bdla^ with 12 pupils
under Kanchia Edm.
BuOHiKi.—The following are the Kordn schools belonging to this circle:
Badaghar with 14, ShahiJtir with 5, Ohidpur with 11, Kot Tahir with 6,
JBhaluana with 10, Bciggi Dal with 6, and Banya Baryarwala with 12. The
last is the best, and may be called a Madrasah, as Arabic, Muhammadan Law,
and Persian are taught in it.
BucliUJei itself has a patshala, where Bava Moti Eim has 6 pupils, whose
tuition is only of a religious description. The teacher lives on alms. Buekhki
has a Gurmukliji school with 20 pupils attending; the teacher is a tooman
named Mmsamat Butno; another Gurmukhi school fe at Qhidptir with 18
boys; teacher, Bhai Charan Dass ; and another at I>^pcU with 7 boys imder
Bhai Jewan Singh. Above get no fees except com at harvest.
GoGAiKA.—Muhkam Din of Fatahpur, Moulvi and Hakim, is mentioned.
Fatahpur has the largest maktab in this circle, attached to a mosque, where
Tajuddin, a good Arabic and Peraian scholar teaches Gulistan, Bostan, Kordn
and Muhammadan Law to 17 pupils. He has no fixed income, but gets his daily
bread and some donation on the completion of a pupil’s course. The following
are small Koran schools:—
Bhvji^an with Sadar 4, Goqera with 7, Bnr^ JiveJehan with 8, Mwrdmi
with 7 boys i&hd 4 girls; Tattah Iwiael with 6 and 4 ; Tatteh Jiwm with
6 and 3 ; Miski with 6 and 4 ; and Jatana with 4 boys and 4 girls; and AlavoalH
with 10 boys ; and Biirj Jmekhan with 8 pupils. Thei© are two dliaramsalas
in Fatahpur wdth 22 pupils, in which the Qranth is taught, one m Shadhan
with 4, and another in JBhujyan with also 4 pupils.*
. Kalyai?walAv—This circle has 5 Mahajani schools in which Mahajani
and Lande are taught; Kalyanwala with 10; Thatta Tirana with 15; Thatta
Darbar Singh with 5 ; Oodh with 16, and Alam Shah with 10 pupils. Bava
Krishngir is an eminent physician in this circle and also an author.
Chechawatni.—Moulvi Mui'dd, who fs also a Hakim, Moulvi Nur Muiiam-
mad and Pandit Eamjas are mentioned,
Chechawatni has a maktab attached to a mosque, where Nur Huhammai
teaches the Kordn and Arabic to 12 pupils and gets his food in return.
Bugge-hi-hathaya has a school of the same kind with 6 pupils.
EXTRA LIST.
•fhe lollowing list of schools is taken from a private return, which has
b0^A eed in tho Policc returns of the Montgomery district:—
Rorit 1 maktab w'ith 8 pupils; Bograi with. 4 ; Sher Nagar with 4; Dhal-
kdnd with 15; Kotahah Mmtan with 8 ; Jhang Ahdalla Shdh with 9; Bajmoal
with 5 ; Fanatia with 2, Shahpur with 11, Shahmoal wdth 5, Phalioan Ladhtika
with 15; Pholan Tolekalam with 4; Amliki Suhag with 10; CUshti Kuthuddin
with 7 *, Lalkarki Jagwera with 4 ; Yawar Bhaldyanka with 10; Btichiki with
8 ; Muhilei Ali with 7; Manan Chandika with 9; Maneli with 10; Faridpur
Suhag with 5 ; Mirzapur witli 2 ; Bola ptikhta with 4; Kot Sher Muhammad
Khvji with 2; Maruf with 2 ; Ardrficala Myanjan with 4 ; Buhlulpttr Avith
and Avjan Kaldn with G, in which the Koran and Persian arc taught.

* TIiiis circle u ialtsbtted aluosi ontircly Jats wlio take very little iatercst ia ike education of
tk.:ir ebildnsB,
 ( 93 )

LAHOEE D IV IS IO N .
LAHORE DISTRICT.
GENERAL ABSTRACT.

No. of No. of
No. of Sanscrit and No. of No. of No. of No. of Total No. of Total
No. of Gurmukbi Laa()d and
District. pupils. Nasri pupils. pupils. Uahajani pupils. iudig’enous No, of
maktabs. schools. iichools. pupils.
schools. schools.

Lahore . 295 4,247 32 377 43 571 28 902 398 6,097

LAHORE.—In the city of Lahore, among the Hakims, Hakim Ala Din,
Hakim Fir BakksJh Hakim Buzarg Shah, Hakim Najaf Shah, Hakim Jewan
Khan, Hakim Mayya Dass, Hakim Bahadur Shah, Hakim My an Gamdn,
Hakim Dost Muhammad, Hakim Shujduddin, Hakim Ghuldm Nahi, (Zub-da-tul-
hukama and diploma-holder of the Panjab University College), Hakim Ghulam
Mustafa, teacher of Yunani Medicine in the Oriental College, Lahore, Hafizi
Fahhriiddin, Zub-da-tul-hukama, ISxikim. Ameer CAawd,Hakim GulahDin, Nawa
Abdulmajid Khdn Rais, Hakim Wali Shah, Hakim Sharaf Shah, Hakim
Khuda Bakhsh, and Hakim Mehr Bakhsh; and among the Baids Keshate Charan
Babu, Narain Dass, Kalma Misser, Pandit Janardhan, teacher of Vaidic in
the Oriental College, Lahore, Dahar Chanda Khushal Misser, Mehr Chand,
Pandit Khanna Bdm^ and Beshan Baid, deserve notice. Hakims Karim
Bakhsh, of Baghvanpura, Lodhie Shah of Bhogewal, and Gul Muhammad of Koi
Miran, may be added. The most noted of the Matjlvis in Lahore are, Khalifa
Hamiduddin, Kazi of Lahore, Maulvi Niir Ahmad Sahib, Imam of the Andr-
kali Mosque, Maulvi Ahmadali^ Bazdr preacher, Andrkali, Maulvi Ghuldm
Muhammad Sahib, Buggewald, Maulvi Ahu Said Muhammad E.usain, Secretary
Anjunan Hamdardi Islamya, Maulvi Ghulamulla Kasiiri, Maulvi Abdtil Hakim^
Head Persian teacher in the Oriental College of Lahore, Maulvi Muhammad Bin,
Maulvi Faiziil Hasan, Head Maulvi Oriental College, and the most distinguish­
ed Arabic Scholar in Uj^per India, Maulvis Kazi Zafruddin, Hafiz Ahdulaziz,
Mir Abdulla and Momin All, Arabic Teachers in the Oriental College, Maulvi
Qhazaufar, Maulvi Muhammad JamdliM^miNi Abdul Aziz of the Oriental Col­
lege, and Maulvi Abulqasim, Mujtahid of the Shias; and Maulvis Muhammad
Din, Maulvi Zahuruddin, and Maulvi Ghuldm Mustafa, natives of Baglibau-
pura, and Maulvi Sharf Ilahi, of Bhagiwal, and Maulvi Amar Din, of Koi
Miran, are also good Arabic scholars.
Among P andits may be mentioned: Bikhi Kesh, Misru, Bhagicdn Dass,
Sanscrit Professor, Government College, Lahore; Pandit Gauri Shankar
Gushain, Pandit Lain XaZ, Pandit Godha, Pandit Sukhdyal, Pandit Gurupcr-
shad. Head Pandit of the Oriental College and one of the most distinguished
scholars in India, Balrdm, Boopchand, Ntmd Lai, Kaushi Nath, Bugnath,
Nageen Chand, Mahtah Bay, Hardat, Gobind Bam and Vaed Pathi, of
Hari Gayan Maudar, Pandits Bikhi Kesh, Dya Bam, Sukhdyal, of the Orien­
tal College; Pandits Bahad Chand, Mathradat Dya Bam, Maharaj,
and Ganpat. ,
Among the B hais may be brought to notice the names of Bhai Bhagat
Singh, Bhai Sant Singh, Nilial Singh, Partab Singh, Ganda Singh, and Naththa
Singh, Bhai Bam Singh, Bliai Bhagwan Singh, and Prcm Singh, Bhais Gur-
mukh Singh, Assistant Professor of Mathematics (in Hindi) in the Oriental
College, Harsa Singh, Jogi Shivnath and Sadhu Dit Singh, teachers in the
Oriental College, arc distinguished Gurmukhi scholars.
The following are among the A uthors at Lahore:—
Dr. Rabini Khan, Dr. Amir Shah, Dr. Muhammad Husain, Kai Ivhnhia
z
 ( 94 )

Lai, Br. Brij Lai, Mufti Ghuldm Sarvar, Maulvi Faizulhasan, M’aulvi Abdul-
hakim, Pandit Guru Persliad, Pandit Rishi Kesh Shastri, Maulvi Ghuldm
Mustafa, Babu Novina Chandra, Pirzada Muhammad Hussain, Babu Shashi
Bhushan Mukerji, Maulvi Muhammad Husain Azdd, Pandit Sukhdyal, Dya
Ram, Pandit Janardhan, Bhai Gurmukh Singh, Jogi Shiv Nath, Lala Ganga
R^m, Maulvi Zafruddin, Maulvi Ghazanfar, Munshi Abdulaziz, Maulvi
Muhammad Din, Hafiz Pakhruddin, Hakim Ahmad Ali, Gulab Singh,
Munshi Karam Ilahi, MauM Abusaid Muhammad Husain, Maulvi Ghulam
Flla, Maulvi Ahmad Ali, Sayyed Amir Shah, Hafiz Umardaraz, Hakim
Ghulani .Nabi.
jMaulvi ^luhammad Husain, Tdrd Chand, Chardgh TJddfn, Rdm Sahdi,
Sarajuddin, Muhammad Tdsm, AMuddin, Maulvi Paizul Hassan, Kazi Fazl
Husain, Maulvi Tajuddin, Muhammad Munir, Muzaffaruddin, Ganda Rdm,
Shah Din, Pandit Mannath, Kazi Mahbtibdlam, Jagir Singh, Habibulldh,
Khadim Mohiyuddin, Hdfiz Muhammad Din, Mai^vi Abdul Hakim, Zahur-
uddin, Hamid Ali SMh, GhoMmi, Ghuldm Mahbub Subhanf Nawdb, Muham^
mad Din, Alaf Din, Zafruddin, Ghuldm ,Kddir, Maulvi Mufti
Ghulam Sarwar, Mirzd Fatah Muhammad, Gurdds, Pandit Guru Prashad,
Pandit Rikhi i|Kesh, Pandit Sukhdydl, Pandit Hem Raj, Pandit Rdm Chand,
Pandit Ganga Bishen, Bhdi Gurmukh Singh, Bhai Uttam Singh and Lalla
Kewal Kishen, Mufti Ghuldm Safdar, Mufti Ghuldm Akbar, Ahmad Husain,
Shaukat, Pirozuddin, Hafiz Umar Daraz, Abdulmajid, Mir Abdulla, Mirza
Khdwar, Nisar Ali Shuhrat, and Mirza Islurat, are poets at Lahore.
The most important of the indigenous schools in Lahore are the follow­
ing:—
(1.) The Lahore Oriental College combines the functions of the Benares
Sanscrit Government College, the Calcutta Arabic Madrasah, the Persian Depart-
ment of the Lucknow Canning College, bashes bieing an Arts College, both in
Urdu and Hindi, having professional classes in Oriental Law, Orientel Medicine
and in Engineering, a Department for the training of Munshis, Bhais, and of
men beyond the frontier, and, finally, discharging the duties of a literary socioty
in the compilation or translation of books into various Oriental languages {vide
detailed report further on). This Institution was founded by the Anjuman>i.
Panjab in 1865 and was held on its premises, where a Sanscrit School has now
succeeded it. It now occupies one of the wings of the Lahore Government
College.
(2.) The Xmamia School of Nawab Nawazish Ali Khdn, in which Arabic,
Bsrsmn, Urdu, Mathematics, and the Kordn are taught by Maulvi Abulqasim,
tjie Mujtahid of the Shias, aided by four or five other teachers. The Nawab
giyes the Manager and head teacher, the said Maulvi, Rs. 150 per mensem.
The Arabic teacher gets Rs. 12, and the Persian, Fikah, and Alcoran teachers
Rs. 5, 7 and 9 respectively. The Head Maulvi gets Rs. 30 pe^ mensem and
the rest is spent in stipends and the other teachers* salaries.
(3.) The Islamia School, attached to the Padishahi Musjid, in which
Maulvi Fazl Ahmed, assisted by some other teachers, teaches Arabic, the
Kordn, Persian, &c., to 64 pupils. The expenses of the school are defrayed by
the Anjuman Islamya, Lahore, and nothing is taken from the pupils by way of
fees.
(4.) The Guru Singh Sabha School, with 25 (the private return gives 30)
pupils instructed in English and Gurmukhi by Bhai Partap Singh.

(5.) The Anjuman-i-Panjab Sanscrit School. The school was established

on the 9th February 1882, and aims at becoming the “ model Sanscrit school ”
of which a sketch has been given in Part I. It is, however, still in its infancy
As a feeder to the Oriental College, it is partly taught by senior students from
tliat institution. A number of shop-keepers have agreed to pay one anna per
ccnt. on their gross^ .income in support of the scliooL
 { 95 )
Pandit Bhagwan Dass, Assistant Professor of Sanscrit in the Government
College, Lahore, is in charge of the school. There are 3 classes : one*^studies
Lagu Kaumadi^ the other Amarhosh^ and the third Saraawat. There is also a
fourth class of beginners learning the alphabet.

Besides these, there are some advanced students who study special subjects
connected mth Sanscrit Literature, in accordance with the traditional custom
of indigenous Sanscrit schools.

The school opens at 7 in the morning and closes at midday. The number
of pupils fluctuates, but the average attendance is 50. The following is the
teaching staS
Ganga Eishen
Sri Krishn from the Oriental College.
Bullu Misser on Rs. 10 per mensem.
Kagin Ghand on Ils^ 8 per mensem'.
There is a boarding-house (langar) also attached to the school in which
7 pupils live and are fed from the school funds. This knigar is in charge of
Pandit Sukhdyal, the teacher of Logic at the Oriental College where he has
succeeded Pandit Ujaji, his father, a very eminent logician.
Up to the present time the school is maintained by the liberality of Bai
Mela Bam, the contractor, and Lala Nihal Chand, who subscribe Bs. 60 and 27
per mensem, respectively, and by the one anna trade subscrij)tion.

u.- •Statemeni showing the number ofy md oUer parUcnlars eoucerniiiff, the Koran, Ferso-Arahie
Persian and Urdu schools in the loion of Lahore.

Locality. Teacher. No. of Subjects taught. Income pe:

pupils. mensem.

Kashmiri Bazar Mosqno Allah Jiwaya 3 The Kor^n and religious

books in Arabic.
Dabbi Bazar Golden Mosque Hafiz Khair Din, a good Ara­ 8 Ditto and Persian.
bic and Persian scholar.
KxmcHe Knndi Gran Mosque Mujibiilla . . . . G The Koran k religious books.
Kashmiri Darwaza Mosque , Fazal Din . . . . 11 Ditto.
Folice Liaes Mosque . Ahmad Din . . . . 14 Ditto.
Kucha Karim Natiqssh Imam Din . . . . 3 Ditto.
„ Sheikh Hnssaiu Hafizulla . . . . 22 Ditto.
„ Prem Nath, Mosque Baditiddin . . . . 15 Ditto.
„ Namatl Maliin ditto Hafiz . . . 15
,, Yazir Khan ditto . Mohkam Din . 8
„ Mosqno of Ghungru Kahi . . . . 10
Sazan.
,, Ghumarnn Mo«quo . Muhammad Din . 10
,, Charkhgiiran ditto ■ Karam Ildhi . G
„ Vazi'r Khaa ditto . Imam Din . . . . G
„ Haj'at ditto . Nur Din . . . . G
„ Kasttban ditto . Hayat ^’h«h . . . 9
Baug Mahal ditto . Fatoh Din . . . . 12 Ditto Bs. 4.
Kucho Chabuk Sawaran Sluhammad Abdul A ziz (well 15 Persian aud Ambio » 5.
up in Arabic Mid Peraiau).
Mosque of Faizulla, Eunuch Mahmfid . . . . 10 The Kor.an . . . .
Takya Sadhwan, (Chiui Waly Zahur Ali (well up in Ara­ 30 i’orsiau aud Arabic 6.
Mosque). bic .-fcud Persian).
Kucha Gilanyau . . . . GhuLuu Dftstger (w^cll up in 30 Ditto . . . . Ditto.
Arabic and Persian).
,, KhHta.ni Baudan Ahniiid Ali (ditto) 30 Ditto . Ditto.
Mahalla Liil Chah Khair Din . . . . 5 Ditto . • W .2.
Kujjcha Dhobyan • OhirHifh Din 5 Ditto . . . 'Ditto.
,, Daryai bafan . N i i b i ................................ 16 Ditti> . .
Mahalla Chahl Biiiyan Muhammad Bakhsh (wcU up 30 Arabic and Porsiou
in Arabic and Persian).
„ Lakarhiinin Moaque Nur Muhammad . 15 Alcoran . . . . 5.
„ Chabuk Sawaran . Mnlutuuuud Yar . 6 Ditto . . . . 9f
***
,, Stwlhwan Ik’aMuI Slui.h . . . . 20 Ditto . . . . ..
5.
Havoli Miyau Kliau Mosque Din Mulinuunod . . . 35 Ditto . . . . „6.
Kncha Kalalan Mo.si]nc Haidar Shah 25 Ditto . . . . »0.
Mahalla DUh.u Kuttau
,, Ohoyau
Mm»ir Shah “3 Ditto . . . . „3.
Mozam Din Ditto . . . . „&■
,, Jari'iihau AWu I Aziz g Ditto . . . . S.
„ S.-vlhwau (ibuhiiu liik^ul 8 Ditto . . . ., „ 3.
Ali Miih:unmad . . . 4 ' Ditto . . . . 1 » a-
Alohami'dyw 15 IVrKiiiu . . . . 8.
Biiiir Wa'ia .' ! Kudnitullii aud Muliammad 15 lVr!*uni and the Koruu •>» 8.
Bakh«h.
„ Tivjr.iviiii Afiraii Haklish 8 Tho K'orau . • . . .. -*•
,, Kaiiiaiif'iiran • Mali/, JSi'ir l>iti <7 . IJ . . . .
,, Tii'fjariui Alnlur lialiliH^ .' 15

"T —
 { )
I.— Statement showing the number of, and other particulars concerning, the Koran, PertthArabic,
Persian and Urdu schools in the town of Lahore— (concluded).

Teacher. No. of Income per

Locality. pnpils. Subjects taught. mensem.

Ench Sirkibandfin Hasan Muhammad 17 The Koran.

„ Bogran, Moaoh Abdul Ghafiir 7 Ditto.
,, MoMian Said Ahmad 12 Ditto.
Abdulla 8 Ditto.
Vacho 'W’&ii Bahmat Ali . 23 Persian Bs. &
Jouri Mori Hasan Shah 15 Ditto » 4.
Ghakla Pandit Gopal 15 Persian and Sanscrit .
Challa Eothi Muhammad Din . 30
3
The Koran .
Ditto
?:
Bariid KhanA Ghulam Muhammad Be. 1.
Said Mit^tba W&zir 15 Seligion, the Koran and Ara­ Hs. 2.
bic.
Ditto Fateh Din . 20 Ditto . . .
Sutar Mandi Muhammad Yasin 8 Persian :: f;
Ditto Shahab Din 40 Beligion, Arabic, Koran „ 8.
Sath^n
Ditto
Shaham Din
Ghulam Muhammad
16
12
D i^ .
Ditto . ” I'
Talwari, Hassan Din 10 Ditto . :: 1:
Baz&r Hakiman JaJil Din . . 15 Ditto Urdii B e.l.
Ditto . Abdulla Shah ., 20 Ditto . . . Bs. 3.
Kucha Kaghzian Mehr Bakhsh ■. 4 B elton , Koran . Be. 1.
Mohalla Jog^yan Zahlir Din . 10 Bs. 3.
Tatti Ghulam Yasin 7 Arabic and Persian .. 2.
Ditto Imam Din . 2 Ditto.
Bhati Darwaz& Mehr Pannu. 10 Persian and the Koran.
Kucha Hajjamdu Jumma 9 The Koran.
Ditto IlahyS . . . 9 Ditto.
Mosc^ue of Lakarhartui Ali Muhammad . 30 Ditto.
Bhati Darwdza . Ghulim Husain . 12 Ditto.
Changar Muhall& Chuni Shah . 6 Urdu.
Thata Myan Sultan Jolal Sh4h . 6 The Koran.
Kucha ftem Nath Nurdin , . 8 Ditto.
Chinyan Wali Mosqus Sayad Pir Shah . 8 The Koranu.
Hamam Wali Maktab Wuakha Singh . 50 Sikandar Nami and other
Persian books.
Bhati Darwizi . Murad Bakhsh . 5 Ditto.
Mori Darwaza, Ibrahim sMosque Sayad Gauhar Ali 11 Zalikha, Gulistan, Bostan.
Data Ganj Bakhsh Hafiz Ahmad Din 7 Arabic and Persian.
PanJ Pir<m Sain EhndA Bakhah 12 . Ditto. -----
Pal^e of Shfukh Wasiwan Hafis AbduUa . 20\>O78Jt TheKomn . ^ . Is (aid by »
5 girls. B ^ o f Maha*
raja Baojit
Singh.
Chohatta . . . . . Badmddin . 15 The Koran and Persian.
Kear the house of Nawtfb Nawa- N«ir Ahmad . 25 The Koran, Persian and
zish Ali Kh&n. Arabic.
UK4R.iJandi (Anarkali) . Maulvi Bahim Bakhsh 15 Grammar, translation of
the Koran, and other reli­
gious books.
Stable of Shah Naw<z Muhammad • 15 l^ranslation of the Kor«n
and other religious books.
Chinyan Wali Ghulim Nabi 22 The Kor&n, Urdu and Persian.
Anarkali Karim Bakhsh , 25) The Koran, and elem ent^
Persian and Urdu.
Ditto Nizaniuddin Koran.
Sathan Ulosque Gul Muhammad, a teacher of
14 years’ standing.
Anarkali Mosque Ghulam Muhammad . 15 Koran aad’^rsian.
Said Mitha . IlahiBakhah 30 The Koran.

I/.—Statement showing the advanced Arabic schools in Lahore.

Grand Mosque, Anarkali Manlvi Ndr Ahmad . Grammar, Logic, Muham­

madan Law, Hadis and
Mathematics.
tiunge Mandi Manlvi Bahim UM, also a 40 Translation of Koran, Hadfs,
physician. Grammar and religious
books.
Gumti Bazar Hakims Ala Din and Ahmad 8 Medicine in Arabic, Persian
Din. and Urdd.
Havagarttn, Shah Aland Darwaza Maulvi Ghu]4m Hussain, 12 Grammar, Logic, Philoso­
assisted by Imam Din and phy, Mnhamma^n Law,
Ahmad Din. Jurisprudence, and Arith­
metic, &c.
Challc Kothi Mosque . • Muhammad Din . 15 Grammar, Logic and Medi­
cine.
Kamangran Ghulam UUa and 2 monitors 12 stip­ Grammar, Logic and Mnha- Supportod by
end mamadan Law. Maulvi Fakh-
holders mddin Mun-
8 free. sif, who gives
Bs. 15 per
mensem.
Pathran Wali Haveli . Mufti Salim UlM . . 20 Grammar, Logic and Muham­
madan Law, Medicine.
Bhikhan Khan Mosque Khalifa Kazi Hamiduddin 20 Grammar, Logic, Muhamma­
dan Law, and all branches
of the Arabian learning.
Nawab Sahibka-madrasa . Maulvi Abdul Qadir Grammar,Logic and Uoligion
Ghala Mandi Wala Madrasa Ditto Grammar and Sciences.
Manlvi Muhammad Hasan ka Maulvi Abdulla . Religious books.
Madrasa.
Manlvi Abdulaziz ka Madr» Manlvi Abdnlaaix Grammar,Logic, and religious
books.
Maulvi Inmail K a Maolvi Alklti KEalik Grammar.
 ( 97 )

IIJ.— Staiement shoiohig the Sanscrit schools i* the city of Lahore.

Locality. Teacher. No. of Subjects taught. Iiioonjo per

pupils. mensem.

Akbari Mandi Pt. Kanhia Lai . 10 Sanscrit, Grammar, Nyaya

and Vedant.
Machhi Hatta Pt. Kalyan . 2 Ditto.
Kucha Baiyan . Pt. Lalu Lai 4 Dihto.
PipalVehra Pt. Atma Earn 6 Ditto.
Kucha 'IRklwaran . Mishrii Pt. . 6 Ditto.
Sutar Mandi Pt. Gatiri Shankar 12 Ditto.
Thakardewara Har Dass Gurdatta
„ Shahin. Sham l>as 7
Bftghicha Rudar Man . 4
Harsnkh Bai’s house . Eup Chand . 10 Vyakaran.
Private house Khanna Miascr . 10
Ditto Uttnm Chand 5
Ditto Daya Bam . 12 Pnran, Literature and Vyak-
aran.
Ditto Lok Nauth . 6
Ditto Har Bhagwan 4
Ditto Eaghu Nath 20 Lo°ric and Medicine.
Ditto Pahad Ohaud 10 Yyakaran and Literature.
Ditto Balram. 15 Ditto.
Ditto Hardat. 10 Ditto.
Ditto Mathra Dat Shastri 8 Puran, Literature, Vyaka­
ran.
Ditto Maharaj 10 Ditto.
Ditto Gauput 10 Pnran, Literature, Astro­
logy, Grammar.
Ditto Nand Lai . 10 Sanscrit Grammar and Phi­
losophy.
Ditto Govardhan . 8 A.strology.
Ditto Jawar Lai . 12 Ditto.
Ditto Bali Bam 10 Ditto.

IV,— Staicment showing (he Mahajani schools at Lahore.

Chank Vazirkhan Niranjan Dafs 10 1 Be. 1 nearly.
Pari Mahal . . . . Gliulla and Bhagwat 2i) D itt o ................................I Ks. 8.
Pipa.1 . KjuUm Kishen 7 D itto ................................! 1 O
Taksil................................ Bajatlhi CO D itto................................ i is!
Sutar Mandi- Nahi Bakhsh 25 D itto ................................ 4.
PrivaW house Hari Kishcn 60 Laude and Accounts.
Ditto Laniikva 70 Ditto.
Ditto Balia . 50 Ditto. [I
Ditto Nai S'ingh . 50 Ditto. i
Ditto Nnr^en 5)0 Ditto. 1
T>jtto Pir Bakhsh . 60 Ditto. j
Ditto SharfA . 35 Ditto. 1
Ditto Dina 35 Ditto.
Ditto 50 Ditto. I1
Ditto Qhiuia:
; Hae*a 25 Ditto.

Gurmulh I schools
Dhanunnala of Sadhu Siag:. Frew Singh . . . . 4 I Gnnnnkhi.
Chnni Maudi . . . . >lier Niugh . . . . 10 1>itto.
Police (iuard, No. 4 . . . S)mm Singh . . . . 9 1>itto.
IJivin Singh . . . . 25 1 l>itto.
Bhoi Dya Sing’s Dharmsala G.)iiiil Singh. . . . Ditto.
Ditto . . . . liliagwan Singh . 15 ! Ditto.
BaoU^ahib . . . . • 10 j Ditto.
Kancha Hanuiuan Oauua Singh 5 Ditto.
Ki&z B e g ................................ 21 j l)itto.
Charar. . . . . G ! Ditto.
Eotli Abdnr Bahman . 22 Ditto.

The following schools, although not, strictly speaking, “ imligcnous,” may

also be mentioned, as they are “ unaided” by Government:—
(1). The Anglo-Vernacular School of Mnstcr Ishii Pcrsluid, translator, Chief
Court, Panjab, situated in the VachhoAvnli quarter, where instruction is
given to 110 pupils up to the Matriculation Standard, in English, IVrsian, Urdu,
Arithmetic, Geography, and History. The school is chiefly supported by fcca
aifto^witing to lls. 25 per mensem, and a contribution ol‘ lls. r>0 per mensem
from pandit Ishri IVrsliad, Avho also aids in t('aching. Tlie other two teachers
are Satw;^! Aii, receiving iis. 15, and Kanhia Lai, getting Ks. 10 a month.
T h e rate of is only 4 annas a month. Besides tlie ivgnlar pupils men­
tioned above, th6 schoolJias two extra classes consisting of the students of
Governnicnt or MissjoO schools, who arp weak in any subjeets, and inakfT up
their delieieney in that ^Jjbjert here, and those young men that liave got
appointments, but wish to iriipKO'e-tlieir attainments.
(2). 'J'ht^ Anglo-Vernacular <>l‘ Master Ganga Din, in tlie Gumtr
bazar, conducted by Master Gunga Dm himselT, who teaches 40 pupils Ki»glish,
a1
 ( 98 >

Persian, Arithmetic and other Departmental books up to the middle school

standard. The monthly income of the teacher from the monthly fe^** (of Re. 1
or annas 8 from each boy) amounts to Rs. 30.
(3). The Sat Sabhd Anglo-Vernacular School, conducted and supported by
Lala !]^hari Ldl, Secretary of the Sat Sabha, with 22 pupils learning
English, Persian, and other subjects of the middle school examination, with
Gurmukhi, for the "Buddhiman examination of the Panjab University
College.
(4). 3 ^ Anglo-Vernacular School situated in the Luhari Mandi, conducted
by Feima Nand, who t^ac^es English, Persian and Sanscrit, &c., to 20
and has an income of Bs. 8 only.
Lahore Circle.—The following statement will show the number of the in­
digenous scho(^ j^v the rural portion of the Lahore and the Anarkali Police
circles:— ^
I No. of No. of Subjects tanght.
Place. schools. pupils. B xmabes .

Dholi WH, attached to the Mosque Arabic, Persian, the Eorsn Under Manlvi Muhammad Yasin,
and Mnhammadan Law. a good Arabic and Persian
scholar.
Baghbinpura 60 Persian, the Koran, and Urdu Nearly 15s. 7 per meiiBcin in cash
and kind is the income of the
teacher.
Bhofriwal D itto. Ditto ditto.
Kot lOtawaja Said Ditto . Ditto ditto.
Mian Mir • The Koran Ditto ditto.
Shahn . The Korin, Persian and CTrdn Ditto ditto.
Mahnad Bate . The Kor&n Ditto ditto
Lakhndhar . I>itto . Ditto ditto.
Haada Chijar Ditto . Ditto ditto.
Nat . . . Persian, the KorPn, and Urdu Ditto ditto.
Kotli Ghaai . The Koran . . . . Ditto ditto.
Salamatpora Persian, Korin, and Urdu . Ditto ditto.
Mauminpara Ditto . . . . . Ditto ditto.
Fatahgwh . The Kor&n.
Efaoi Miran . Koran, Persian, and Urdu.
Ichhra . The Kordn.
PakH Tatti . Ditto.
Ajndhia^Tir . Ditto and Persian.
Sahavan Ditto.
Sandhe. . . Ditto.
Niaz Betr Ditto.
Bhikhew^l . , Ditto.
Shahu Ghasi Ditto and Persian.
Tajpnr . The Koran.
Ganj . . ! Ditto.
Kotli Abdnr Eahman Arabic.
Kila Qojar Singh. Ditto.
Mnzang Ditto.
m tto Persian.

S h a b a k p u r .— statement o f indigenous schooh in the circle qf SharaJcpur.

Attached to a Number Subjects i

Name of town w Qualifica­ ef
mosque or kept in Names of teachers. tions. of payment;
Tillage. a house. pupils. instructxoiKi

Shardkpvr Mosque in the 1, Maulri Ahmad 1, good; 2 20 The Koran Held a JUtMfilometr
town. D in; 2, Manlvi and 3, av­ ly, but none nCw.
Said Muhammad; erage.
3, Nizam Din.
Ditto . Mosque outside Kazi Muhammad Ditto 20 The Koran Hread, &c.
the town. Din and Kamal and Urdu.
Din.
JHUo . Mosque in the MauM Ghulim Ha­ Ditto 40 The Koran . Ditto.
town. san and his son.
Faitpvr . Khaja Moaque . 1, Myan Kadir 1, good; 2 32 Ditto Bread on every
Bakhsh, Imam; Hafiz of
Alcoran.
Thipadayj some
2 Myan, Karim corn on festival
Bakhsh, Hafix. days; and some
slight cash income.
Ditto Kari Masjid i , Kazi Ghnlam Ra­ 1, average; 40 Ditto Held a rent-free
sul ; 2. Hafiz Pir 2, assist­ gra,nt formerly;
Hakhsh; 3, Ilahi a n ts to which has been re­
Bakhsh; 4. BphJ* N o .l. sumed 2 years
ha. since.
Ditto Masjid of Mian Myan Mubamtnad Average . \8 The Koran (Broad, &c., as in
SaUb. Mnkhsh. and Urdu. No. 1.)
Nawanlcol Mosque KhairDin and his Ditto 15 boys and The Kor^n. l>itto.
wife. 20girls.
Ditto . In a private house Maulvi Ilamulla Ditto . 5 boys and Ditto . Ditto.
and his vrife. 10girls.
Ditto . Mosque , Maul'd Imamulla Ditto . 15boj[n and Ditto Ditto.
a/ad hix tui/e. 14 girls.
Madadpur Mosque Maolvi bhah Din. A v e r a g e 8 Ditto Bread, &o.
ability.
 99 )

Attached to a
Name of town o mosqne or kept in Name of teachers. Qnalii^- Niimber ctf Sahjecta of
Tillage. a house. ' tions. pupils. inatruction. Tea«h«n’ payment.

ffawdnlcot Dharamsala B h a i Jawahar Good. .10 Gurmukhi. Bread ; and holds

Singh. some muafi ground.
Sharalc^ur Dharamsala out­ Bhai Banga Singh Ditto. 10 Ditto Broad, &o.
side the town.
Ftiizpur Dharamsala Bhai Earn Singh. Ditto. IS Ditto One Hira S in g h
m a in t a in s the
teachers. On occa­
sions of marriages,
there is a slight in-
. come.
Banni In a private house Desa-ii-Fakir Average Gunnnkhi Supported by his re­
and Lnnd^ lations.
Mirpur Dharamsala Bhai Kishen Dass Good. 10 Gurmukhi. Bread, &c.

In Ifawankot there is also the place of Bawa Chat »nd a dh*r<tm«Ua o< tk« K«k» Sikha. Fakirt principaUy
read there Gurmukhi religious hooka.

Mananwan.—Hakim Ismdil, in Phularwan, is mentioned as a superior man;

no other names are gjiven. There is a good school at Mohammadpiir, or
Darogha Vala. It is in a private house, under the superintendence of Munshi
Khuda Bakhsh, Lumberdar. There are 30 boys, who are instructed in English,
Persian, &c., as prescribed for middle schools, hy Muhammad Qasim, who gets
Bs. 20 a month in cash from the parents of the pupils. The other schools are
at Jandidla with 10; Padu with 4<; Thehpura with 6 ; Jallo with 10 pupils.
They are all attached to mosques. In the first two, Urdu and the Komn are
taught, and in the others only the Kordn. There is a, small Gurmukhi
school, with only 3 pupils, at Thehpura,
V alto h a , —There are 2 maktabs mentioned in this circle, 1 at Tnlv%ndi
Sohha Singy with 14 pupils, under Bah&val Bakhsh, and 1 at Bmddna, with 15
pupils, under Abdul Rahmdn. Urdu, Persian, Arithmetic, &c., are taught.
The first-named teacher gets Rs. 60 per annum, and food and clothes, and the
other Rs. 5-8 per mensem, and also his food and clothes from the zamindars.
There are no other schools mentioned; but the remark is made that the
shop-keepers teach their sons themselves in Land6, &c.
Chung.—Hakims Ghulam Farid and Mehr Ali are named as noteworthy.
The^ largest maktab is the one at Ali Abad, supported by Nawab Nawazish
Ali Khan; it contains 20 pupils, who are taught in Arabic and Persian by u
go^d scholar, Maulvi Sayyad Mtlhammad. He is maintained by the Nawab,
who aUsb gives stipends to the boys. Mohn^ P'al ha| a maktatt attached to a
mosque under Abdulla alias Haji, with 12 boys and 3 giils, and another in a
private house, where a woman, Musammat Saidan, teaches 6 boyjSL^and i girl.
Arabic, the Kordn, Persian and Urdu are the subjects of tuition. They get a
loaf of bread each a day.
Bagaridn. has one maktab with 5 pupils; Mardka 1 with 8 ; Mangilpur
1 with 6 ; and Chung 1 with 8 pupils, in all of which the Kordn and Persian
are taught. The teachers of above schools have no fixed income; the one at
Mardka gets Rs. 2 per mensem, besides bread; the others only bread.
Thana Kana Kachha.—This Thana has d, small maktab. at Kamanh^
attached to the mosque, under teacher Abdul Rahim, who teaches 5 boys
Persian, &c., and atiurmukhi school wjth 6 pupils, who are taught the Grantli
by Punjab Singh, another small Gurmukhi school with only 3
pupils, and tcachcr Bhdg Singh.
Clarkabad.—There are five maktnl^, in wliich Urdu and the Koran are
taught: Ladhe-ke- TJnche with 11; Jjadhe-ke-Nivfin with 15 ; Mir 3luhammnd
with 11; Sheru kana with 6 ; Vatni with 10, and Uom with 6 pupils. Bdwali-
ana has a Gurmukhi school with 12 boys.
KANGANPUii.--Thc following maktabs are given in the policc return: 1 at
Mokal with 18 pupils, under teacher Gulam Mohaiy-uddin; 1 at Fateh Muham­
mad Ktdan witii 20 pupils, under Mian Samanda; 1 at Fateh Muhammnd
Khurd with 18, under Mian Banda; 1 at Lande, with 25, under Maulvi Isa;
 { 100 )

1 at K hI with 20, under Sayyad Muhammad ShAli; 1 at Guri V<da with 20,
uada* Muhaminad Yusaf, ana 1 at ShamM with 25 pupils, under Muhammad
8harf Din. In all these, Arabic, the Koran, &c., are taught; they are attached
to mosques.
The teachers hare no fixed income, but the parents, on the pupil’s com­
pletion of his subject of study, give the teacher some remuneration according to
their means.
Mohal has a large Gurinukhi school, attached to a dharamsala, with 65
pupils; Bhai Variam Singh and Hukum Chand teach them Sanscrit, Gurmukhi
and Land^. Lande Vala has another with 15 pupils, under Vir Singh, and Kuly
a third, with 25 boys under Bola Ram; the same subjects are taught as above;
the teachers have no fixed income.
Thaxa Mangtawala.— Pandit Sukha and Hakims Ydr Muhammad, Imam
J>in, Barklmrdar and Shah Muhammad, are mentioned as those most eminent
in tliis circle. The maktabs are as follow: 1 at Karianwdla, witl^6 ^Tupils
under teacher Jiwan; 1 at Khuni^ with 12 pupils under Muhammad i^ zil; ^nd
1 at Jamdljyury Avith 14 pupils Under Murad Bakhsh. The three maktabs are
attached to mosques. In the first two Persian and Avabic are taught, and in the
last only Arabic. They are paid Rs. 30, 20, and 10 per annum respectively.
There are 5 Gurmukhi schools at the following places; At N'mkdna Sahib—
attached to the PurMr Sahib, 1 with 12 pupils under Hukm Singh; at KUa
Dharm 1 with 25 pupils under Parma Nand; at Ami, 1 with 23 under
Kalu Singh; at Taru, 1 with 13 under Sada Singh; and 1 at Balo with
15 pupils, under teacher Bhagat Rdm. The subjects of tuition are Gurmukhi
and religious books. The teacher of the first-named Gurmukhi school |,eaches
gratuitously; the others get lls. 30, 20, 10, and 18 per annum respectively.

ThAna Bhai PnERtJ.—This Thdna, according to the police return, seems to

have only a Koran school with 17 boys in the village ot Zakhkhanki, w & ^
Jiwan Ali; but there are several Gurmukhi schools, tl)3 larg« at with
15 boys, attached to a dharamsala, under Megh Sir.gh, who gets a pice from
each boy every Sunday. The others at £hai with 5, Z7/ar with 6^ 4^d
Lakhkhankb with 5 pupils.
Thana L u liIx i.—There are the following maktabs in this Thari[| ^ kt
the village S/mtoki; one attached to a mosque, with 10 or 1'2 pupfls,! tinder
Maulvi Usman, who teaches Amine gratuitously; the other in a private house,

pnj)i/s,
return one maktab witii Oj^upils in LnlUani itself.

ThAna KiiuniAN.—Kliudidn and jyhangke have each aLande school, with

12 pupils (*acii, and Gotija Kaldn and Sondahiixa a small maktab each with 5
and 11 pupils, in which the Koran and Pci*sian are tauglit.
Tiiana Muii]])KI wilh 3 makiabs, 3fori witli 8, Leluhnnala with 6, a?id
Kol Sojjndftn with 8 pupils; iu the lirsL and last the Koran is taught, and in
Lehdcicala Urdu.
Kasui!.—Among tlie names of distingniished Manlvis, Pandits, Hakims,
&c., brought to noti(*(‘, arc' found those of 31aulcis Hakim Khuda Bakhsh,
Hakim Welayet Shah, Gliulain Dastgir (an author), Husain Sluih, Ghulam
Dastgir IT, and Ghuhiin Qadir H ; Ghuhuu (^)a,dir I, Sayyad Ciiiragh
Shah and Ghulani Chaus; Kanhya Lai I, Kanliya Lai H, l)urga Hass
and Gobind MaJ, and Bliai llira Singh. There are 2 maktabs jnentioned in the
police retui ii, 1 at Kanur itself with 15 pupils, where Husain Bakhsh teaches
Persian, according to the scheme of the Governnientvschools; he gets Ks. 10
per mensem : 1 at Khomkaran, Avith IS pujiils, in whiclt aisf) Persian is taught.
There ar<i two large; Jj.ande sciiools at Kaaur, 1 with -iO boys, under Sharaf, Din
Kuual, «lio gets Hs. 6 mensem in cash and kind; and 1 with 30;,;lk)ys.
M.heiuk irau has also a liande school with 20 boys in attendance.
 ( 101 )
A private return from Elasiir mentions a large maktab under Faiz Muham­
mad with 25 pupils, learning Koran and paying Es. 6 per mensem to the
teacher and 12 minor schools with 97 pupils ll^rning the Kordn, Persian and
IJrdu.
Pandit Murli and Bhai EAm Singh are also said to teach Sanscrit and
Gurmukhi to 9 and 12 pupils respectivdy.
The village of- KhemJearm has also 6 K o i^ eohools with 58 pupils, a pat-
shala with 3, and a Land6 school with 16 pupUi.
The other minor indigenous schools in this cipislfi are given as belowi in ft
private return
Kkaryala maktab with 7 learning the Kor&i.
Sehjra 5 M ••
Baja Jmnff 10
Jjoriwala 7
Shaikh Imad
Mahalam 18 „
Barj ® » I«
Algon 7 M »
Jora 11 „
Warnala
Bedyan 10 „
SaJuH 7 « }}
Maita
Bhujlei ^ >i »
Todipur 15 „ „ and Persian.
SaJtari Hatar 8 „ the Gurmukhi.
Baha Thamman 6 ,, the Sanscrit.
T h a n a M u g h a l Si.R Ai.— The eminent Hakim is Budhe Shah, and the
distinguished Maulvi is named Abdul B-ahmdn.
A ' maktab at Jajjd {Major) is attached to the mosque, in which Maulvi
A b d u l Eahman teaches gratuitously Arabic, Fikah, Alcordn, and Persian to
14 pupils.
There is a Gurmukhi school at Sardi Mughal, attached to the dharamsala,
in which Bhdi Sangat Singh teaches Gurmukhi and Land6 to 12 pupils. His
income is notliing.
Jajja has one Mahajani school, with 20 pupils, being taught in Land^ by
Chdn8.n, who gets about Rs. 2-8 and bread.
K h o l e a . —^There is no eminent person in this circle.
The largest maktab at I>al is attached to the private house of Devi Datta
Brahman, in which Karm Ilahi teaches Urdu and Arithmetic to 9 pupils and
gets Rs. 5 per mensem in cash.
There are two small maktabs in this circle, as noted below, one at Asal
Qurukii with 4, and MaH Meghy with 2 pupils; the subject taught in both is
Urdu.
P a t t i . —The
eminent TandiU are named Uttamchand and Atma Earn
and Madho Earn, in this circle.
The maktabs at Datoeli^ Kulla, and Satnu are attended by 20, 16, and 7
pupils, being taught in Urdu, Persian, and Arithmetic. A private return men­
tions 8 maktabs, with 69 pupils in JBatti.
4

Patti has one patshala, in which 23 pupils are being taught Sanscrit
(literature) and Jotish (astrology) by Pandit Uttamchand gratuitously.
Manidld and Jfari Gtir Sing have each of them one dharamsala; 10 pupils
in each being taught in Gurmukhi.
There is a Mahajani school at jBattif with 18 pupils being instructed in
Land6 by Kutah JDin.
b 1
 C 102 )
T h a -NA. S h a h d a r a ..-—Tlie names; of Maulvi Sultan Alimad in Karanl, Bhai
Malitab Singli, and Maulvi Imayatulla, Abdulghani, Maulvi Sirajuddin,
Hasan Muhammad Cliiragli Din, andi Imam Din at Shalidara, deserve to be men­
tioned. The largest maktab is at Faiizpur Khurd^ under teacher li^hkam Din,
with 55 2)U2)ils; it is attached to a moasque, and the Koran, Persian, and Urdu are
taught.
The following Tillages have eachii a maktab:—
Kot >6S)am. with 10; Faizpur (ILesser) with 65; Bhakhala with 11; Fateh
Zmnan ^t‘th l i ; Iniangar Kalan ’ with 12; J)al T\dth 14; Kalor with 7;
Mominpui viitli *645 in all of which Persian, Urdu and the Koran are taught;
whilst the folfowing are merely Lorain schools : Sagian Kalan with 6 ; Momin-
pura with 6 ; Bholi Andro^i -with 6 ; ^wipal Khair with 5; Bhole Baniwal with
4j; Goyal with 3; Lalmmmla with 4*; J»iowj?arA (Lesser) with 3; Yai'pura with
20; Karol with 55 ; Shahdm with 231; and Vanddla with 2 pupik. Faizpur
Khw'd, BfihaJciofd, Scmtpura, Gliazzi Kahh and Imangar'Kaian nave each a
Gurmukhi school with 13, 13, 11, 4 ; and 12 pupils respectively; the last place
lias also a LaMe school with 5 pupilss.
At Lahan Vala is a patshala attaached to a temple where Har Bhaj teaches
Sanscrit, reading, writing, and granimiar to 8 boys; the teacher supports himself
by the income from “ muafi” land assigned to him by the proprietor of the
temple.
CnuNYAy.—^The police return meentions only 2 large Land^ schools with 70
pupils; but from a priv ate return we take the following : 5 maktabs at Chun-
yan\ (1) attached to the safaid masjiid with 15 boys under teacher Myan Naka;
Persian books are taught ; (2) attacliecd to the KhaiurWaliMasjid with 20boys
under Jlyan Phula; (3) attached to tthe Baharwaii Masjid with 13 boys under
Ilafiz Bangha; and (4) attached to tthe Barukgaranvali Masjid with 11 boys
under Chiragh Din ; in these last tthree the Koran and Urdu books form the
sul)jects of tuition ; (5) attached to tlue Baharwal Wali Masjid under Hafiz Daud
with 12 boys who are taught Persian;; books like Gulistan, Bostan, Zuleikha,
&c., beiu2f in use.

THE LAHOEE OIRXEKTAL COLLEGE.

I subjoin the report for tlie yearr 1881-82 of the Oriental College, Lahore,
as it is the model indigenous teaehiing University in tlie Panjab for all the
indigeuous educational elements of tthe province, Hindu, Muhammadan and
Sikh. It combines modern requireiments with the traditional learning of
!Mauh is, Pandits,^Munshis and Bliaiss, which is imparted on a more critical
system than is generally p)irsued in imdigeuous institutions.

Extract from ’Report o f the Oriental Collegey Lahore^ fo r the year 1881-82
(written by the Superintendent of Studies and Translationsf JBahu Navina
Chandra Mai, Member o f Senate tof the Fanjab University).
The Oriental College is supported' entirely from private siibscriptions, foes,
, ^ „ and the initerest on endowments made bv Native
C I.»ra.to„(U ,c On.„taUolk.g... ( ] Fide Ecport for 1880-81.)* Its annual
expenditure is about lls. 31,000 per amnum, the detail of Avhich (taking the

• It should not be forgotten tliat tlic Oriental Colilli'jro 'was first aT» Orioniiil Seliool foiindi'd by th(* Anju
man-i-PanjaJ>, in order In sIuav, lojrcllicr willi the Orii'i‘i)l;il KxainiiiatioTis wliicli tliat society conducted, wliat it
uicjiiit l>y its ion I'nr a “ Ji.iit-iil-n Ijuii ” or “ JMiiliavidyala ” for the cultiviitioii jDriontjrrTjrtcr.iture (a
n.iiii<; hliii given to Uk; hy llie native ])iil)licj, or.r, as interpreted to tin; pronioters by th(‘, to them, iit llrst,
liltii; known li-ss iinder.slood name of an “ llniversitity ” in the v.'M'yin;'Euro[). jin uses of tlie term. It was
only-alterwixvds tiiat tin; )no)noters learnt 1i> (;onn<-ct asjiirations wivh the name and functions of a com-
j)Ute University, as a teliehinj; body a literary b<id;ly, an examining body, and a body larjr< Iy {'overned by
in al! matters of education and of instnictioon, including the improved study of English, aud a cou«
auUi**{} Yt»i«triu all questious couaect«d with primary annd tic-voudary cducatiou.
 ( 103 )

Panjab Uaiversity College Budget Estimate for 18S2 as the basis) is as

follows :•
Rs.
Salaries of the College and Sch6ol stnfF, (continfjencies and vent . 17,03^
Endowed Fellowships, (half cost cbarg-eable to Oriental College) .
Oriental Scholarships, General and Special . . . . 9,92^
Kiif'ineering' Scholarships . . ............................................420
jVIcLeod Kapurthalla Natural Science Fellow . . . . 1,000
Purchase of books for Oriental L i b r a r y ...................................150

T o ta l . 31,072

The above expenditure is defrayed fr<om the following funds;—

Rs.
Private s u b s c r i p t i o n s ............................................................ 16,000
Interest on endowiueuts o£ Native C h ie ffs...................................15,300
F e e s .................................................... ........ 72

T o ta l . 31,072

As the whole of the expenditure o f the Orientnl College is defrayed fi’om

private sources, the Oriental College canmot properly ho clnsscd as a Govem-
inent institution, or even as a Govcmmmt institution, though It is
managed by, and is subordinate to, a grant-in-aid institution, namely, the
Panjab University College.

2. The total number of students on tthe rolls of the Oriental College was
SchoolDepai-tmentof thcOvientat 222 ou tlic Glst Marcli 1SS2. The Oriental College
College. has also a Sc?hool Departnunit attached to it for the
instruction of such students as are prepaaing for the lower Oriental or the Arts
(Entrance) Examination, though it cannot be said that all the students of the
School Department belong entirely to it, for there ure 57 who, so far as passing
an Oriental ^fjxamiuation is concerned, belong to the College Department, in
accordance with the rules fixed by Senat<e, while they are also borne on the roll
of the School Department pending their j)assing the Enti’ance in Arts Examin­
ation ; Hhere are also 5 whose case is- ^hie reverse of this, for, although they
have passed an Arts Examination, tTTey have not passed one of the lower
Oriental Examinations, and in that re;spcct arc returned as belonging to the
School; while there are 12o “who only belong to the School Depai^ment and
97 who belong entirely to the College.

3 l%e octual expenditure during the official year 18S1-82 on the two
Departments, respectively, of the Oriental College,
Actual exi«!0i.>urc. ffo llo w s

College School Dopt. ToTAt.

Rs. A . P. Rs. A. P. Rs. A. P.

Salaries and Condiigcncies . 11,121 9 3 + 5,196 1 9 = ll>,320 11 0
Endowed Fellowships . . 1,912‘ 0 0 + 577 0 0 = 2,519 0 0
Oi'icntal Scholarsliips . . 5,93<J 5 9 + 2,3S3 11 3 = 8,317 1 0
En” inoerin*j Schohirships . 208 1 6 + 20 0 0 = 228 1 6
Natural Sciouc«! Fellow . . (•(!(> liO 9 + 5 3 = 1,000 0 0
Purchaso of bt»oks for library . lai> 0 I* + 0 0 0— 150 0 U
 { 104 )
4. The following statement shows the number of students of each cla<ss,
„ , e ^ j Xand the number prepared to go up for the next
Kiuaber ot rtnd»i.. examinaitions to be hdd in this yearf

Preppared Prepared
Borne on to gsonp Borne on to Konp
Vaxvu o> SxiiavAztov. the roll. f<HT' the NAiima o» ExucarAXi'd^s. the toll. for the
ewfoina- exarain*-
tiion. . tion.

A.-'-Coxxxsb D btabth bkt. A.— C0LI.BQZ Dbpaetmbut -^ontd.

Arti—
Hononn in Arts—ITrda 2 1 Law, Hindn^Mohammadan Senior Class 7 I
High Profiden^ 6 4 » » Junior „ 19 8
Ditto Hindi . 2 2 ?
Proficienoy— Urda 19 :id
Ditto Hindi . 7 3 B.—ScHooi Depabtubkt.
Oriental-- Art* Entrance-rtJrdn . . 79 11
Arabio— Higher . 10 6 „ Hindi . ^ 89 9
ft Middle . 21 9 „ Pa^ahi , 13 .: 4'
Suiseritf^ Higher . 9 4 Oriental Ai-ahi^IiQfwer - > 27 10
f9 Middle . 8 4 S a n sm t-y • 24 8
PeniftQ-~ Higher . 12 5 PersiiM „ 19 7
Middle . 11 Panjabi ; 7 ^-^.4
Fttnjaln-~ Higher . 3 P u eW „ 16 11
Middle . 8
Profesdonal— A ctoxz xtruBtiB Or
Medieina, Hindn, Senior Class 6 1 Sanscirit seotion . 'i 66 38
„ „ Jtmior „ 9 6 Gnrmukhi oeotioA ; . 17 11
„ Tnnani, Senior „ IS Arabic „ 82 46
„ „ Junior „ 19 no Persian „ 66 33
Engineering, Senw Claas . 1 Yunani „ •8
tt df.noidt ,f • 4 Snpneering „ 4 "l
jSenfi» „ . 6
^ - Juidor „ . 7 T oxai t222 1 29

The Lahore Oriental College, so far asB can be ascertained, is the cheapest College,
the average cost of a College student being Bs. 206 per an^num, and Bs. 68 per
annum for a student of its high schiool in India, while it co^ti Government
nothmg,
7 . As regards the character or Quality of instruction given in the Lahore
Oriental ©oUege, it will be evident by making a com-
Cbanctw of inafenofciott given in
patison jwetween the number of subjects studied in
the iiahort Oriental College,
this College with those in other Qriesntial Colleges, and even with the EngUsh
Colleges in the couniay, that the range of tli® ioriner is m^^
of any other CoHe^. Por instance,. td fc ^ t o t the ^
ation in Sanscrit, a Shastri title-hol^r^ of the must
pass through the followiog range of fistibjects ii^

LittiratiBre (prose, poetic and dramatic)

two of the philogophiesj, and one.of the ancient Sciences ;
A fair knowledge of the language;
General knowledge.—Arithmetic, Allgebra^ Geometry, History, and Greography;

whereas a Sanscrit title-holder of the Calcut^ College has to pass in any one
branch of Sanscrit learning Only, viz.» Sanserif literature, Hindu law (modem
or ancient), or one of the philosophiesis. On jthe other hand, it may be said
that the Sanscrit title-holder of the Calcutt^ Sanscrit College can acquire a
knowledge of English up to the Firstfc Arts Siandard. But in the Lahore Ori­
ental College there is provision for at Shastri to leam all the subjects of the
Bachelor of Arts degree, except the Einglish language.

Next, comparing the qualificatioms of a degree-bolder of the Govemmeiit,

or the English, College with that of an Oriental degree-holder of the Panjab
UniAfersity who can only be trained in the Lahore Oriental College, there is this
difference, that while the latter has a J"reat superiority over the former in his
complete knowledge of one of the Oriiental Classics and of the Literature, Law,

* Thtiic study in the Mcdical School w well u in tite Y iiinw i eluncs.

Tl'e>-p bns b<;7n »n Inereaiw of SI studontiiover when Uk niuBb«rof tho stnaccts on tbo roU was 191.
 { 105 )
Science and Philosophy contained in it, he is equal to the English degree-holder
in all other respects, except that he kicks a Imowledge of a modem language
(English) which he can easily acquire, if he wishes, in a couple of years.

It has already been stated that the Lahore Oriental College costs Goveru-
The OoTernment f^ant to the ment nothing, although the standard of this Col-
““ Coflege in the
otiier provinces to infsirior inatita* country, or in any country, can equal it I "Where^
the cost to Government on Orien^l CoUeges and
Madrasahs in otlser provinces of a much inferior standard, and which together
only represent a few of the Departments of the I^hore Oriental College,
eiceeds the total contribution of Government to the JPmjab University College
m shown below

Rs.
Government airaignment to Calcutta Sanscrit College . 31,185 per mensem.
Ditto to 6 Madrasahs in Eeogal . 34,301 „
Ditto to Calcutta Madrasah . . Unknovrn.
Ditto to Benares Sans»)rit College . 11,896 „
Ditto to the Aided Oriental College
of Lucknow . . . 8,292„

T o ta l . 80,674

Total Goyemment assignment to the Panjab University

GoUege, fvhich ako supports 34 studeatsof the
Government College with scholarships, an also the
Law School, and conducts the Medicak&aminations
eiitizeiy in the interest of Governmeul . . 21,000 „

How many of the present students n . Of the students bom e on the roUs o f the
have pa»«a th. Pium.itrr Oriental CoUege on 31st March 1882—

32 have passed the Entrance Examination in Arts.

6 ditto Proficiency in Arts Examination.
i ditto High Proficiency in Arts Examination.
U ditto Arabic Lower Examination.
4 ditto „ Middle
4 ditto „ Higher fS

8 ditto Sanscrit Lower >9

7 ditto „ Middle
a ditto . ,r Higher
14 ditto Persian Lower SJ
24 ditto „ Middle n

14 ditto „ H igW
10 ditto the Panjab Lower Examination.
4 ditto Middle 99

5 4itto Hindu Medicine, Lower Esamination.

15 ditto Yunani Medicine 9$ 99

1 ditto Engineering 99 99

4 *ditto Hindu Law, Junior „

7 ditto Muhammadan Law, Junior „
1 ditto Senior „

13, All the Professors, Assistant Professors and Tcachcrs of the Orieiitat
College are Authow, and almost every one of ^tliem
Every one of the College staff is
anAnthor. lias 8ome work in hand of which detail will bt
given further on (sec para. 15).
cl
 ( 106 )

14(. The following table shows the number of students of the Oriental Col­
Passes in each year.
lege who haye passed the University Examinations
in each year:—

A b is . Sahboiii*. Pbbsiaw. PA M iXl. PBormssiovAL.

Tbass.

1^71-72 .
1^72.73 .
1^73-74 .
1074-75 .
1^76-76 .
1^6-77 . .
1078 (for two

jr^ : ;
(
NoTem -
berl880
to June 122
i m \ 1881
(eight
\ months) 16 m)
None of the
higher Examin*
ations in Arts
apd Oriental
Xianzuageswere
held in 1881.

TotaI 91 1 42 10 52 31 16 96 19 17 648

15. The following table shows the amount of literary work done by the
Progress of literary work. GoUege staff to end of and during 1881-82:—
Name of Author N'a.ofpagM W rittm
writtra to darlnff
Ko. or Namea of Books. end of the year Baman.
T m slator.
1880.81. 1881-8S.

1 Pandit Guru- Hindi translation of Para- Hinda Law 66 Complete.

prasad. sar Smriti.
Hindi translation of Kal Ditto 26 Ditto.
Madhava.
Bhasha Yimarsh Hindi Literature 100 Inoomplete.
2 Pandit Rishi Prakrit Tiakaran . Prakrit Grammar Part I ”io o Competed and in presa.
Kesh, Shastri. Mimansa Parihhasha Yedio Literature. ... 60 In coarse of poblioatlon
in the VidTadai Critical
Joomial. •
Dattaka Chandrika . Pindu Law 75 Complete.
3 Pandit Sr^khdyal, Kumar Shamhhava, Hindi Sanscrit Litera­ 5 Cantos 2 Cantos
Shastri. translation of— . ture.
Gantama Sutra Viitti,Hindi Logic. ••a 40 In progress.
Nyaya Bodhni. . . Ditto . ••• 339 Being printed.
4 Pandit Dyaram . Cotcmentary on Gautama Hindu Law 22
Smriti.
3 Pandit Janardun Susrat . . Hinda Medicine. 100 Could make no progresf
( owing to illness.
6 Pandit Ram- History of England . History e•« 5t) In progress.
krishna
7 Pandit Hemraj . Sami Karan Bhaskar A treatise on eqna> • ae 100 Ditto.
tioos.
Hindi translation of Smta- Sanscrit Prosody 12 Complete.
bodha.
Hindi translation of Bhasha Do. Logic . 20 Ditto.
Parichlieda.
8 Pandit ITarirm- History of India in Hindi History 9 9* 47 In progress.
kand.
9 Yogi Shiva Nath Commentary on Hanuman Drama 10 • 200 Ditto.
Natak in Panjabi.
Panjabi translation of Mathematics ICO Ditto.
Euclid.
10 Maulvi F3rzul Faizia in Ilm Munazara in Dialectics . ••• 42 In the press.
llassan. Urdu.
11 3Iaii1vi Abdul Qawaid Farsi . Persian Grammar 59 Incomplete.
lliikim. '
12 Syud Sh^h Chi- Urda translation of Raisala Ditto 45 Ditto.
mah. Abdul Wasab. ....
1 1
 ( 107 )

Name o f Author No.ofpafres Written

No. or Names o f Books. Subject. written to daring the
end of year R bhabks.
TransUitor.
1S80-81. 1881-82.
13 Dr. Amir Shah .fievision of the translation Chemistry . 60 In progresB.
(Urdu) of Roscoe’s (Jhe-
•mistry.
Balfouff Stewart’s Physics Physics IB© Will be printed «horti>.
(Urfu).
14 Lsla Ganga Applied Mechanics by Major Mixed Mathe­ 60 D itto.
Brandreth, E. E., Urdu matics.
translation of—
15 Firzada Maulvi Fowler’s Inductive Logic . Logic 122 228 Complete.
Muhammad Hm-i-Hayet Astronomy 192 Complete! in the pres,.
Hnsain.
16 Bhai Gurmakh History of India by Elphin- History 200 374
Siogh. stone, Hindi translation
of—
Parkinson’s Optics, Hindi 35 In protpresa j compiete.
translation of—
Physical Geography, Page’s, 225
Hindi translation of—
17 Sheikh Umar Urdu ti'anslation of the History 230
Bakhsh. Abstract of Hallam’s
Constitutional History of
England.
18 Syad Dilawar Ali Page’s Geology in Urdu . Geology 20 80
Shifh. Wrigleys’ examples in Urdu Mathematics 30 30
Pagp’s^Physical Geography Geography 30
in Vfdu.
19 Babu Navina Lectures in Urdu on Green’s History 100 With the assistance of
Moulvia GbulaDK Mhs-
Chandra Rai. Larger History of England tafa and Muhsmmadd\n.
20 Ditto Sthititattwa and Gati Tat- Statics and Dyna­ Printed.
twa. mics in Hindi.
21 Ditto Jalasthiti tattwa and Jal- Hydrostal ios, Hj'- Do.
gita tattwa. draulics, and
Pucuvaatvcs in
Hindi.
Ditto Nirman Videa. A course of En­ I In the prosa.
gineering in
I
Hindi.
23 Maulvi Za£r-U(l- Alphabetical list of Arabic Arabic Grammar. 20 I Theictter Alif it neaHr
din. voots.
24 Pandit Muthra Rasain Vidia in Hitidi C hem istry 25 In progress.
Das.
25 Dr. Rahim Kh^n, Amraz-ul-Hubelawal Jtilad Midwifery (iu
Kbfin Eahadoor, (2nd edition). ! Urdu),
(Medical Follow Medical Jurisprudence i MediealJnrispru-
of the Panjab I denoe (iu Unlu).
University Col­ z-ul.Sabiau") (2nd ( i Diseases of chil-
Amvaz-ul-Sabiau Printci
lege.) } edi- ] I dren.
Do, NiswanJ tion)(. : Diseases of women

16. It will be seen from the albove statement that the following works
Books completed. liaTC liecm completod during the year; the maM-
scripts ar(c in liancl ior printing :—-
Hindi ti'anslation of Pavasar Smritii . i- Hindu Law.
Prilkrit, A^iakaran in Sanscrit and lEngUsli Prakrt Grammar
Hindi Dattaka Chandrika Hindu Law.
„ Kumar Sarabliava, 7 Cantos . Sansciit Literature.
,, csriitii budlia . . .. ' „ Prosody.
„ Eliasiia Pariclihoi-a „ Logfic (translation).
Urdu translation' of llisaluU Abdul 'Wasa Persian Grammar.
„ „ Fowler’s Inductave I>Ogic . Logie.
„ „ Ihn-i-Havet . Astronomy.
,, „ Balfour Steward’s Physics . Physics.
Books in the press. 17. TThe following books are in the press
Ny.'iya Bodhini . . . . Sanscrit Logic, an original work.
Kunuir Sainhhava „ Literature.
Weber's Sansorit Literature iu Hiuidi 99 i}
Nirmau Vidya . . . . Civil Engineering.
llisalah Muuazara Dialectics.
llm-i-Hayet . . . . . . Astronomy.
18. Tho following books and peritodicals have been printed and publisheo
lk>oks published during tho year. d u r i n g tluO y e a r t —
Sixties and Dynamics iu Hindi by IBabu Navina Ch.'indra Rai.
U} drostatics, Hydsaulics, and Pneuimatics iu Hiudi by do.
 ( 108 )
Medical Jurispradence in Urdu by Dr. Bahim Kban, Kb&n Bahadur.
Urdu Medical Gazette in Urdu.
The Arabic Critical Journal.
The Sanscrit ditto
Hydrostatics in Urdu, by Pirzada Muhammad Husain.
Key to Algebra by Maulvi Ghulam Mustafa.
Commentary on the Saba Muallaqa by Maulvi Payzul Hasan.
Translation of Kal Madbo, a treatise on Hindu Law, by Pandit Ooropnisid.

19. The following is the list of books published or prepared up to date for
the Panjab University CoUege which may be seen
Books pubUshed or prepared np to
date. at the Senate Hall. (See Appendix V of this
report.)
(As regards the text-books absolutely required in the Arts Course, it had
been alleged that they had not been completed.)
21. Let us now see wha;t the facts are. For the Proficiency Examination
three subjects are compulsory; of these twomay be languages, and for the third
subject the candidate has to select one for himself from ^ e following: Mathema­
tics, History and Geography, a branch of Philosophy, and a brancn of Natural
Science. In Mathematics, the cand?dai.e is required to know Arithmetic, Algebra,
and Euclid, ^igonometry to solution of triangles, and elements of Statics;
and the following books exist on each of these branch^ of the subject
Existutg Books.
Arithmetic. B a r n a r d Smith'^s Arithmetic, in Urdu.
Zubdat-ul-Hisab in 4 pai^, in Urdu.
Ganitsar in 4 parts, in Hindi.
Ganit Prakaeh in 4 parts, in Hindi.^
Ganit Manjari in 4 parts, in Panjabi.
Algebra.'-^sA>xo Muqabala in 3 parts, in Urdu,
Todhunter’s Algebra by ^kaulla, in Urdu.
Bij Ganit by Yogi Shiva Nath, in Hindi.
Co. Pundit Kirpa B>am, do.
Do. Bapu Deva Shastri, do.
Sami Karana by Pandit Ram Kishan, in Hindi.
Key to Algebra, by Maulvi Ghul6m Mustafii, in Urdu.
Euclid.—Tabrir Uqlaidas, in Urdu.
Todhunter's Euclid by Munshi Zakaulla, in Urdu.
B>ekha Ganit in 2 parts, in Hindi.
Rekha Miti Tattwa (Tate^s) in Hindi.
Ghana Jyamiti (Solid Geometry), in Hindi.
Trigonometry.—Plane Trigonometry, Roorkee edition, in Urdu.
Zakaula’s Plane Trigonometry, in Urdu.
Ilmi Musallas, P. I. D., Panjab.
Solution of Trigonometrical problems, by Maulvi OhuUm Mustafa,
in Urdu.
Plane Trigonometry, by Lakhsmi Shankara Misra, in Hindi.
Laghu Trikon Miti, in Hindi.
Sarala Trikon Miti-ki-Upakramanika, in Hindi.
Elements Todhunter's Statics, in Urdu, by Aya R£m, B.A.
Statics by Zakaula.
Bisala Ilmi Tabiyat, in Urdu.
Ditto by Pandit Ki^a R^m, in Hindi.
Statics by Lakhshmi Shankara Misra, in Hindi.
Sthiti Tattwa, by Babu Navina Chandra Rai, in Hindi.

The above priyoeB heifond doubt that a complete course of text-books in

both Urdu and Hindi, as far as is cdiftpulsory for the Proficiency Examiua-
tion, does exist.
Now let us see what books exist in the alternative subjects of the Pro­
ficiency Examination:—
H ist o r y a n d G eookaphy.

Uistory, Ancient.~-lia.y\or*s Ancient History in Urdu.

Ditto ditto in Hindi.
Sairul Mutaqaddaftiin in 2 parts, in Urdu; or
History, Modern.—^Nil.
 ( 109 )

Geography.— Jam-i-Jalian Nuraa in 4 parts, in Urdu.

Bhugol, by Pandit Rishi Kesh Shastri, in Hindi.
Bhugol Hasta Malak, in Hindi.
Jngrafia Tabai (Blandford^s Physical Geography), in Urdu.

Tlie above are sufficient for the alternative subjects of History and Geog­
raphy.
The third alternative subject is a branch o f Philosophy which includes—
Deductive Logic.— Fowler^s Lojric, in Urdu,
Tarka Vidya, in Hindi,

and one of the foliov^ing:

(«) P’ sychology.— Atma Yidya, in Hindi.

(6) Political Economy.— Mrs. Fawcett^s Political Economy, in Urdu.
Asul Siasut Madan, by J S. Mill, Part I, in Urdu.
Siasat Madan, by E. A. riomrar., Dharmanarain, in Urdu.
Political Economy, by Bhai Gurmukh Singh, in Hindi.
(c) M oral Philosophy.— Fleming^y Moral Philoso' hy (under translation), in Hindi.

The above shows that there are a sufficient number of books to pass in
this alternative subject also.
The fourth alternative subject is a hranch of Science which consists of
any of the following:—
{1) Chemistry and Physics.— Dr. Roscoe^s Chemistry, in Urvlu,
Balfour Stewart^s Physics, in Urdu.
Kasaiu Vidya, iu Hindi,
Tattwa bodha (by Dr. Amir Shall), iu Hiudi.
(2) Zoology and Comparative Physiology.— Nil.
(5) Geology.— Urdu translation, in hand.
(4) Botany .— Hindi translation, about to be commenced.

So one can take up this alternative subject also in its first branch.
22. The text-books in the Vernacular for the High Proficicncy Examin­
ation have been nearly completed, and arrangements
Tex^iiooks ill Vertiacuiar for the havc bceu made for tlic preparation of those few that
ig ro iitucy-xamina ion. still wautiug, as the followiug detailed accouut
of them will sl\ow :—

For this Examination three subjects are compulsory ; of these one should
be a classical lauguage. The remaining two subjects must be chosen from
amongst tlie folloAying four : (1) Mathematics, (2) a branch of Natural Science,
(3) History and Political Economy, and Philosophy. The fii’st subject
comprises the following branches:—
1 st P a p e e ,.

Plane Irigonometry.— Sufficient number of text-books in Urdu and Hiudi exist; see
above.
Optics.— Lately prescribed; translation, iu hand.
Vescriplivti Astrouo7ny.~M&h\Q’s, Astronomy in Urdu, by Pirzada Muhammad Husam.
Maiue-’s Astronomy, by Gurmukh Singh, in Hindi.
Khagol Vidya, ditto, in do.
Kahgal Sar, ditto, in do.

2 nd P apes .

UydrosUUics.— ^QS^Vii’s Hydrostatics, in Urdu.

Jalsthiti Tattwa, by Navina Chandra Rai.
Ilni-i-llarkat, in Urdu.
Dynamics.— Dynamics, by Lakshmi Shankara IMisra, in Hindi.
Ditto by Shashi IJhusau Mukcrji, iu do.
Gati Tattwa, by Naviiui ChavuUa llai, iu do.
Plane Co-ordinate Geometry, by Zaka-ulla, in IJfilu.
Taliya Kninia Jyaiuiti, in Hindi,
d .1
 ( no )
The only book required in this subject is one on Optics, which is in hcmd.
The second alteniative subject is a which may
be any of the following collocations
1. Mixed MathemaUei,^hoo\L(i e3ast, See above.
and Ditto.
2. Thynes and Chemutry.'-^ Ditto,
5. Chtmntry and Mineralogy.—Translation of a book on Mineralogy wily is required.
4. Ditto and Botany.—^ Ditto on Bot^y only is required.
5. 'Physiology and - Huxley^s Physiology in Urdn. Translation of a book oo
Zoology only is required.
6. Chemidry and Qeology.-^Chevaxatty inXitivL. Gheology in Urdn (in hand).

One can therefore take up this alternative subject in its first two
branches.
The third alternative subject is ^oUticeU Boonamffi Vibiehcom'-
prises:—

A n d J a n i U oitm . | Pr. 8talp°»^U U m «« U HlstMy (tniiid.tiol,

History o f England and Green's History of i^gland j tnuislatbn in Urdu in
hand.
Tarikh Saltanat>i^Inglishi> in Urdu.
Elphio8ton«*8 History of India, in Ui^u.
Itihas Timir Nash, in Hiodi.
Bhirat Var^hka Itibas, by Bhasdatt, in Hindi.
Lethbridge's History of Indii^ in 'Hindi.
Politieal E c o n o m y . Him Intizam-i-Madan, by N. W. Senior, M,A., in Urdu.
Asul Siasat Madan, by Pandit Dbarm Narain, in Urdu.

The fourth or the last alternative subject is Philosophy, which comprises

the following branches:—
Psj^choiogy.-^ktmvk Vidya, in Hindi.
Mjral P/«V<>«o;»%.---Pleining*8 Moral Philosophy (under translation), in Hindi.
Logic, Deductive.— Books in Urdu and Hindi exist. See above.
Do. Inductive.— Fowler's Inductive Logic, by Pirzada Muhammad Husain, in Urdu.

The above detail shows that neeessary text-boaks in vernacular do also

exist ion the High Proficiency or th6 Degree Examination, except the transla­
tion of a work on optics which is in hand, while considerable advance has been
made in translation of works on optional subjects.

In addition to the books mentioned above, the Vernacular student has

also access to numerous scientific periodicals, both in Urdu and Hindi, when
issued from private presses,* and to many other scientific works published
by natives which are not kept in Government Book Bepdts or known libraries,
and therefore omitted to be included in the above detail, as well as to the oral
lectures of the Professors in the Oriental College. With such means of high
education in hand there is no reason why a vernacular candidate should not be
allowed to go up to the Degree Examination, and obtain, at least, the Verna­
cular Degree, especially when his knowledge of Oriental classics would always
be far superior to that of Anglo-Vernacular candidates.

23. The Oriental College being a public institution is ofen to the inspection
of every one who may wish to inspect i t ; in fact, it is visited almost every week
by new comers to the station, both Europeans and Natives. The following
gentlemen have visited it among others:—
Mr. W. Baxter, M.P.
Mr. E. P. Blake, M.P.

• The Urdu Aniuman .Journal contains scicntific subjects in Urdn, the JTindi Critical Journal of I’aba
Navina Chandra Eai in JLindi; while thu l ‘anjabi Juurnai vti tlic Siri*Gura*8ingh.Sabha wil], in future, cuiilaia
scicntififi subfccts in
 ( in )
But, of course, the Oriental College is not siihject to the inspection of the
Inspectors of Schools, nor is it right that it should be so, when the Govern­
ment College is not subject to their inspection, and when it is, practically, an
Unaided Institution, or, if it be considered an Aided Institution, is placed
directly \inder the Senate of the Panjab University College from which it
derives a grant. Members of Senate and of the Executive Committee con­
stantly visit it and even take part in the Committees of the Oriental College,
whilst every matter of importance affecting the Oriental College is regularly
discussed by the Committee.
24s. The High Schools of the Educational Department have never succeeded
in passing a single man for even the lowest Maulvi or Pandit Examination, for
the obvious reason that they prepare for different examinations and have no
appliances, at present, for teaching up to the Lowest Classical Standard of the
Panjab University College. If, however. Vernacular High Schools are insti­
tuted for the purpose of passing the lowest and middle Persian or Munshi
test, they can only be congratulated on then* success, but this fact does not
reduce the Munshi and Munshi Alim Examinations, especially as uotv raised, to
the level of a Primary or the Middle School Examination. Again some native
scholars, especially from beyond the frontier, whom it is so desirable to attract,
have to be admitted, provisionally, without passing any of the University tests,
on the examination of the Professors of the College, as is done at Benares and
other Colleges, which no one thinks of reducing to the level of primary and
middle schools on that account. Besides, even in some Government Arts Col­
leges, non-^matriculated students are allowed to attend without any detriment
to the general character of the Institution. These native scholars, how ever,
as a rule, prepare for the Higher University Oriental Examinations, above the
Oriental Entrance test. The annexed schemes of the lowest admission tests on
the Oriental side (see Appendix B) will bear out what has been said above,
srhilst a passage in the last Oriental College Report may be quoted in further
elucidation of this point :—
“ No man can pass the lowest Maidyi or Pa;ndit Examinations nnder seven years’ studj, and then only if
be has had the advantage of access to books on Oriental Literatura which ai'O not commou iti Judia.
No one has ever passed these Examinations iinder 18 years, whilst the average age of successful candidates
if mnch higher. To compare an Anglo-YiBrnMalar Entrance student with a Maulvi or Pandit is indeed falla­
cious, but it is because the Maulvi or Pandit is, by iar, the better man. Throughout all the Oriental Colleges ia
India, proficiency iu either Arabic or Sanscrit, as tested by the professors of these subjects, is considered to be a
sufficient qualification for admission. Nowhere has there ^ek beeu a public Oriental admission test, such as we
have, and nowhere is any test so high as at the Lahore Oriental College. Nowhere is it expected from Maulvii;
or Pandits to have p^ssra the Entrance Examination, though everywhere they are entered, as they deserve to be,
as College students in the “ Statistical Eeturns." Nowhere in India are there so many Maulvis or Pandits who
have passed tests in ' branches of General Knowledge’ as at oui’ College, and nowhere havp they re.i<;lied to the
same proficiency in these branches.”

25. A few words as to the prospects of the students of the Oriental Col-
lege W ill not be inappropriate in this Keport. The
Prospects of the pupils of the
Oriental College. services of the passed Munshis, who will generally be
men of greater learning than those now employed in Government service, are
likely to be utilised in the Judicial and Revenue Departments, and in various
other posts as Vernacular Clerks. Many of the Maulvis who have also passed
the Munshi Examinations may similarly be able to find employment. Suet
Maulvis as have not taken up Persian, and the Pandits and Bhais who oanno
at present look forward to any Government appointment, wiU necessarily fol
low their old avocations pertaining to the sacerdotal class. They will, however,
be more enlightened priests or indigenous teachers on account of having acquir­
ed a knowledge of Western sciences through the medium of their own verna­
cular than those who have not received any such education. Tlioy will, there­
fore, be a leaven of civilisation among their countrymen. Government might,
however, utilise their services very advantageously in the Department of Public
Instruction, as on account of their superior learning and jmsition in Society
they will command more respect from, and liavc gt*i*:iter inlUionee lor good
among, the Native community than the class from which the teachers of ver­
nacular schools arc at present drawn. Some of the jMauIvis who pass the Qazi
Examinations in Muhammadan Law, and who, by attending tlie LaAv Seht)oi,
liave also acquired a knowledge of Anglo-Indian Law, and of (he principles of
jurisprudence, will be admirably suited for the i>ost oi Qazi under the (^azi
 ( 112 )

Act. Similarly the Pandits who pass the !Pradvwa1s Examinations in Hindu
Law could be usefully employed as advisers in Civil Courts on questions con­
nected with Hindu Law, if such posts were created by the Legislature. Of
the six students of the Engineering Class who went up for the First Examin­
ation in Civil Engineering in 1881, all passed. Three have been appointed as
Sub-Overseers in the Public Works Department of this Province, and two have
joined the Roorkee College, of which one, named Harichand, obtained in the
late Annual Examination of the Eirst Year Upper Subordinate Class of that
College wore than the mawimum number of total marks, viz.^ 176 against 180
the maximum, and the other has since passed the Upper Subordinate Examin­
ation and is employed in the Public Works Department. Lala Ganga Ram, the
teacher of the class has passed the Einal Examination in Civil Engineering.
He lately went up for examination in English of the Proficiency in Arte
Standard which he has also pass^. He has been employed as Apprentice
Engineer in the Lahore Division of Public Works. Thus this class of the
Oriental College has been eminently successful. It would be a great advan­
tage to Government if it encouraged by a special grant-in-aid the training
of trans-frontier natives, as also of selected Indian Sepoys in this class for
the trigonometrical and other surveys. It is hoped that some of the men
from Bokhara, Khokand, Gilgit, Chitral, Swat, Buner and the Kohistan gene­
rally, whom the Oriental College has succeeded in attracting to its Departments
of Oriental Literature, Law or Medicine, will also be induced to leam Drawing
and Surveying, whereby, on their return to their homes, they may become,
in a general, as well as, perhaps, a more technical sense, " Pioneers ” of civili­
sation. Of the 16 pupils of the Hakim Class who passed the Eirst Examina­
tion in the Yunani system of medicine, 10 were admitted in the Lahore Medical
School on scholarships of Rs. 6 each. The passed pupils of the Vaidya Class
might also have been similarly admitted in the Medical School h ^ books
existed for teaching them the European Medical Science through the medium
of Hindi. Such books are now being prepared in the Oriental College, and on
their completion will be submitted to the Medical Faculty for approval. It is
difficult, nay impracticable, to teach perfectly the European Science of Medi*
cine through the Vernaculars, unless the students are acquainted with the
technical terms of Medical Science already in use in Sanscrit and Arabic, and
with the accounts of country drugs to be found in native medical works. For
this purpose, at least, if, Inot/for that of comparative Medical Literature and
Science, it is desirable ithat the Vaidyak and the Yunani systems of medicine
should l3e taught to the yernaciilar candidates before they commence learning
the Allopathic system. '
u h,
26. The Natural Science Class, which is attended by both Pandits and
The functions of the Natural Maulvis, is calculated to rcmove mariy of the scien-
Suieace Class. tific errors of the ancient systems Which they may
come across in studying the Eastern classics, just as a student in Europe
studies the Western Classical Literature with advantage in spite of the scien­
tific and other errors which are found in Latin and Greek. This class is now
also attended by the fifty students who have joined the new Veterinary School
lately opened at Lahore,
27. It is also due to the scientific instruction given in the Oriental High
School that eight students from it have passed the so-called “ Additional Title
Examination” which is equivalent to the Entrance Standard, thus raising the
number of passes during the last year from the already high number of 122 to
130 successful examinees.

ARTS.—[OnentaI Section.]

The following extracts from the report ol‘ tlio Oriental College for 1880-81
arc noc(!ssary iu order to show the specifically Oriental Courses in Literature,
 ( 113 )
Law, and Medicine of that Institution:—
SCHEMES OP STUDY, TEXT-BOOKS AND EXAMINATIONS IN THE LAHORE
ORIFNTAL COLLEGE AND SCHOOL.

I . — P a n d it C lasses op t h e L ah o re O r ie n t a l C olleg e .

Pragya or Proficiency Sanscrit Class— {18 SiuiIenU).

Grammar— Sarala Vyakarana, or Laghii Kaurainli,
Prosody.— Srut Bodh.
LiieraMre.—Poetry.— Raghuvans [I— VII cantos].
Poetry.— Kumara Sambbavu [I—V II cantos].
Prose,— Hitopadesa.
Drama.— V enisambara.
Rhetoric.— Kavya Dipika.
Logic.— Karikavali or 'I'arka Sangraba.
Translation,— Hindi into Sanscrit atid vice versa.
Reading and speaking Sanscrit.
The Pandits are also specially taught Hindi as a vernacular.
Fisharad or High Proficiency Sanscrit Class— {G Shulents).

Grammar.— First half of Siddhaat Kaumudi.

Prosody.—Vritta Ratanakara.
Literature.— Prose,-—Dasa Kuraara
Cbarita.
Poetry.— Magba [I—X cantos].
Drama.— Sakuntala.
j?^e^ont\-—Sabitya Darpana.
Hindu Law.— Manu, Yajnavalkya, Gautama or Parasara Smriti,— any one of the?e.
Philosophy.— a. Sankbya.— Tattwa Kaumudi \
h. Vaisesbika.-—Slddliaut Muktavali I
c. Patanjali.—Sutra Britti ' any two of these.
d. Vedanta.— Vcdantsar.
e. Mimansa.— Artba Sangvaba
Translation,— Sanskrit into Hindi and rice versa.
Composition in Sanscrit.—Reading and speaking ttuently.

Shastrit or Highest Proficiency Sanscrit Class.— Students).

Siddbant Kaumudi^ tbe wbole,
Pracrita Pral.asa,
Prosody.—Vritta Ratuakara.
JRhcioric.— Kavya Prakasa and Dasa Rupa,
Literature.— Poetry.—Naisbadba cbarita [first half].
Prose.—Vasavadatta.
Drama.— Mriclibakatika.
Philosophy.— a. Logic.—Vyaptivada by Jagadisa or Nyaya Sutra Vriti.
b. Vaisesbik.— Sutra witb a commentary.
• c. Sankbyn.— Sutra witb Pravacbana-bbasbj’a,
d. Patanjali.— Sutra witb Bbasbya.
e. Vedauta.— Sutra witb Bbasbya.
/ . Parana.— Sbanti Parb of Mababbarat or Vahnikiya Ramayaua.
Hindu Medicine.— Stisruta, Cliaraka, or Bagbliatta.
Mathematics and Astronomy.— Sidbant Siromai'*^
Hindu Law.— Mitaksbara.
Reliyion.—a. Rig Veda.;—Sanbita, first four adbyayas of 1st Asbtrffc.
h. Yajur Veda.—Sbukla Yajur Vajasaneyi Saubita Madbyautlini Saldia
10 adbyayas.
c. Sama Voda.— Mantra Bbaga, Cbliandasj-a arcbika from 1st Prapathaka
to Indra Parba iu 5tii Prapatbaka.
T r a n s l a t i o n . into Sanscrit and vice versa.
Composition in Sanscrit in an elegant style.
Reading, speaking, and discussion iu Sanscrit.

The above classes and subjects are taught by Head Pandit Guru riasliad,
Pandit Rislii Kesh Sliastri, Pandit Daya Ham, and Pandit Sukh Dyal.
II, M aulvi C lasses op t h k L aiioue O uma ’ tal Coi.T.rxi:.

Mtmh'i or Ptoftciency Arabic Class',— Si it/(-nfs).

IliJayat-ul-Nabv ; Panj Gauj j Kalia.

 ( lu )
Calcutta F. A. Course ; Sanin-ul-Islnm, Parts I & II.
Alif Laila (first forty nights)—^Tarikh-ul-Khulefa.
Shara Tahzib.
Law.—Sirajia; Kitab>ul-Muaris min Shara^'UloIslam.
Tramlation.— Arabic into Urdu and vice vend.
Reading and speaking.

Maulvi ^Alirti or High Proficiency Arabic Clan— [14 Studenti).

Grammar,— Sharah Mullah j Shafia.
Literature.—Tarikh Timuri (to death of Timur).
Calcutta B. A. Course; Sabai' 'MuaHaqa.
Rhetoric.—^Mukhtasir Maa^ni.
Logic.—Kutbi, Sullam*ul-Alum.
r/flw.— Sharifia, Shara* Saraji or Eatab-ul-Moaris min Sbara^>ul-Islara.
Mua'mdat Kaduriv:
Tramlation.— Arabic into Urdu and vice vend.
Composition.—Easy Essay.
Reading, speaking, and explanation.

Maulvi Fazil or Righeet ¥rofi(Aeney Arabic Clatt^{7 Sivdents).

Zi Maqamat-i-Hariri.
Diwan-i’ Hamasa.
Diwan-i-Mutanabbi.
Logic. M u b a r a k (Tasayurat) HamdUllah ^asdiqat) Sharifia (ilm Munazarab).
Philosophy.— Sadra.
Law.— Mua'malat Hidaya.
-Essay in elegant Arabic.
Reading, conversation, and explanation.

Tkese classes and subjects are taught by Maulyi Faiz-ul-Hasan, Mufti

Ghulam Qadir and Hafiz Abdul Aziz.

M unshi Classes o? thb L abok* Osiioi^AL Colixg^

Mmshi or Proficiency rer*ia% Cl<u»'^{i^45 Siudenit).
trrawwflr.—Abd-ul-wasi; Miftah-ul-Adab (1st part).
Literature,—Calcutta F. A. Course j Tohfat-nl-Ahrar.
Insba Munir; Biwan Hafiz (Selections).
Moral Philosophy*—Akhlaq Jalali (Siyasai*uI*Madan).
Persian into Urdu.
Urdu into Persian.
Reading and speaking.
Arabic.— (The Entrancie course prescribed by the Panjab University College).
Urdu.—Entrance standard.
Caligraphy.—^Native Book-keeping; Land^ and Sarafi; Vernacular Office work as
connected with Civil, Criminal and Revenue matters.
AriikiHeth, the whole ; Mensuration of pUne tnrfaeef
Mnnahi ’Aim or High Proficiency Persian Class— {12 Students).
' Grammar,-^Chah&r Ghulzar.
Miftah-ul-Adab»
Literature.’^Q.aasMd Urfi, Calcutta B. A. Course.
Abul Fazl (1st Dafter).
Arabic Reader (Darait*ui-Auau;»
Moral Philosophy.— Akhlaqri-Nasiri.
Translation.—Persian into Urdu and vice versd.
I'omposition.—k n easy Essay.
Reading and fluent conversation.
Arabic.—The Proficiency course laid down by the Panjab University College.

3funshi Fazil or Highest Proficiency Persian Class— [13 Students).

Bhetoric and Prosody.— Hadaiq-ul-Balaghat; Ejaz Khusravi.
Lilerature.— Waqaya Niyamat Khan Ali j Tughra.
Qassaid Badur Chach.
Durra Nadira.
Moral Philosophy.—Akhlaq Jalali.
Trandaiion.—Persian into Urdu and vice versd.
Composition.—Writing an Essay on a given subject in elegant Persian.
 ( 115 )
These subjects are taught by Head Munshi Maulvi Abdul Hakim, by Maulvi
Fazil Miahomed Din (H. P.) and by Sayyad Chirag Shall.

^ P a n j a b i C la sses o f th e L a h o e e O r ie n t a l C o lle g e and S c h o o l.

T/tere are tkre^ grades o f the Qurmukhi {Panjabi) or Bkai Classes in the College,
G yani o e ViDWAN OE " B u d h im an
THE HIGHEST II. — < THE HIGH 1 II.~ OR THE
PEOJICIBNCY. . PR()P1C1ENCY. . PROFICIENCY.

by Bebari
ledge. ) ^ a .
Granth Sahib . - 1
Janam sakbi ...J
I.— G yani C la s s * (
Prabodh Cbandrodai Natak (Drama) by Qulab Singb.
Law^s applicable to the Panjab (lectures).
Anek Darsana (History of Philosophy).
Logic, Fowler^s.
VGurbilas 10th Padshahi (History of Guru Gobind Singh).
^Vyakaran (Grammar) 3 parts ... Lalla Bihari Lall.
Cbhaud Ratnawali (Prosody) Yogi Shiv Nath.
Logic, Powler^s ... Lectures.
II.—VlDWAN* Bihari Lall.
Hanuman Natak (Epic poem) whole.
Yajnavalkas Dharm Sbaster.
VVyavahar adhyai (Hindu Law) .... By Bhai Harsa Siugh.
/Vyakaran (Grammar) 2 parts Lalla Bihari Lall.
Piogal manjari (an^elemeutary trea­
tise on prosody) Do.
Do.
-
I I I . — B ud him ax * Hanuman Natak (Drama) Acts 7.
Tark Sangraha (an elementary
treatise on logic) P. Bhan Dat.
Atma Tattwa Vidya (an elementary
treatise on philosophy) Lalla Bihari Lall.
Wedant sar ditto... P. Bhau Dpt.

Ihere arefmr sludstiis in ihe ir^ani or the Highest, Class^ one hi the second, and ttcclve in the
third Class,
The present staff consists of—
I.— Bhai Haraa Singh, Head Bhai
in Lausruaffes.
II.—-Bhai Dit Singh
III,— P. Yogi Shiv Nath, Teacher of General Knowledge.

'There are two classes in the school; the upper one contaivs the students preparing for the
Entrance Examination o f 18S2.
The following books are taught to those who take up Panjabi as an
optional subject. (The scheme is likely to be revised.)
I.— Japji with Commentary .
II.—*Vidya Ratnakar
H I.—Viyakaran sar (Grammar) By L. Bebari Lall.
IV.-—Ratan Mala .
V.—-Manohar Varta ,;
The following books on general knowledge are taught in the school
Classes:—
I.—-History of India, Lethbridge—by Harsa Singh (manuscript).
II.— History of England—lectures.
III.—Geography, Blochman^s—by Bhai Harsa Singh,
JV.—Arithmetic—by L. Bebari Lall and B. Gurdat Singh.
V.— Algebra, for beginners—by Lala Bebari Lall.
VI.—Euclid (uuier preparation).

* It. slionUl be ri'incnilw'vcil tiiiit llio al)<)vo-iaonlioi«‘<l booVs ar*^ to be oluinpri’d, nml the sclicmc is under dis-
VQSsion for rwvieiua. Th« uew scUeiao uiil isicluJc luoi-c dilBeult books Ui«a those uu the list.
 ( 116 )
The subjects prescribed for the Entrance Examination in which books in
Panjabi are still wanting are taught through Hindi or Urdu.
S p e c ia l L aw C lasses a t the O r ie n t a l C olleg e , composed op O s ie n t a l G rabtjates (M a u l v i
’ A l im , M a u lvi F a z il — V is h a r a d a n d S h a str i ) , in ten d ed to t r a in n a t iv e ju r ists o r
ASPIRANTS TO THE rUNCTIONS OF MUFTl OE G a ZI, AND OP B y a VASTHA-BIT AND P r a DVIVAKA
re sp e c t iv e l y .

A.—Snhjrets for all the Special Law Classes.

Pnncip es of General Jurisprudence (Manual by Professor Sasbi Bhashanj M.A, &
B.L., Pleader, High Court (Calcutta), Elements of Constitutional Law (Organu
sation and Powers of Government and Legislatures of India, the State Depart­
ments, and Laws relating to the economy of the country).
b.— Revenue Law rules, circulars, orders and procedure. t + ^
c.—Civil Law (of Personal Status, Property and Obligations) f
and Procedure. > - • , tt •
d.—^Criminal Law and Procedure. niversi y
e.—Evidence, Limitation, Stamps, &c. J ^
B.—Subjects for Maulvis ^Alim asj^iring to the title o f Mufti Alin and ikefunetiotis of
Qazi Aiim.
a.—Mukhtasir Vaqaya.
5,-^Maltoq-ul-Abljar.
c.—Tauvir-ul-Absar.
d.—Sharifia* (Inheritance).
e.— Hisami, Principles of Muhammadan Law.

C.—Sv.hjecis for Maulvis Fazil aspiring to the title e f Mufti Fazil and thefunctions of
Qazi Fazil.
a.— Durre Mukhtar,
b.—Aslibah-vvan-nazair.
<?.— Fatawa Qazi KbSn.
d.—Tauzih {Principles of Muhammadan Jurisprudence).

The Muamilat of Hidaya are studied as a portion of the Maulvi Eazil Course.
Ko subjects have yet been fixed for the titles of Allamat-ul-Qawanin
(which, with Muhammadans, would be Qazi Fazil), suggested by the Govern-
ment Committee appointed in 1871.
— Subjects for Visharads aspiring to the title of Smriti Ratm and thefunctions of
JS^avasthabit.
a.— Parasara Smriti.
b.— Manu Smriti.
e.—Yyavabara Tatwa.
(1.— Daya T;itwa.
e .— Any Gribya Sutra.

“ 3Ianu,” “ Yajnavalkya,” and “ Gautama” are studied as a portion of the

Msharad Course.
— Snhjccls for Shastris aspiring to the title of Smriti Batnakar and the functions i f
Pradvivakt
a. — Mitaksbaia.
Elutga (by Jimuta Vabaua).
c.— Vira Mif.nxlaya {iu d Chapter).
d.— Kala Madljava.
«?.—'Dattaka Mimansa.
f .— Daltaka Cbandrika.

The Mitakshara is studied as a portion of the Shastri Course.

The staff consists at present of the following teachers
Head Pandit Guru Prasad . . •’) t? tj* i t
Pandit Eikhi K e s U ...................................j For tlie H.ndu Lawyers.
Maulvi Gbulam (iadir
Mir Aijdul'a Muhammadan Lawyers.

♦ Already stutiicd in part as a portion of the Maulvi 'Alim Coarse.

 ( 117 )
T1i 3 students also attend the lectures giyen to Mukhtars and Pl^den.
The lectures on the Principles of General Jurisprudence by Professor Sasbi
Bhushan Mukerjee will, it is hoped, be renewed at an early date.
The class for the study of Shiah Inheritands is improTing, but, with the
exception of its teacher, Maulvi Momin Ali, who has passed both the Maulvi
’Alim and Entrance in Arts Examinations, its members have not as yet
acquired the preliminary liberal education which will entitle them to be
enrolled as aspirants to the functions of Qazi.

Minimmn
Haxb . nuurks for
passing.

(1)<— f or th9 HaJcm-uH(mq Bitaminatum,

1. Qanuaha........................................... ........ 100 26

(Theoretical portion only, ezcluding anatomical part).
S. M a j a z ................................................................................................ 100 26
8. Mizao-uUTib, whole, including' treatise on pulse, urine, and crisis of
diseases (Buhran).............................................................................. 150 37
4, Anatomy of the Humftu Body; from Qanncha and Kifaya-i>Man«iri . 50 12
5. Well known simple and compound medicines, as in Mizan-uKTtb^ 100 26

{2 l)-— r a i d y a E x a m in a tio n .
I. Sarnng Dhar.
i . Nidaii.
5. Nirghant.
4, Ajim Manjari (Varap dish).
6, Yaidya Jiwan.

{3)-^Uhtdai-ul-Hukma JExaminaiion.

1. Aqsarai (scientific portion only) 150 37

2. Siiaidi (praetioal portion, whole) 150 37
8. Mnfurah-ul-qalub (whole, anatomical part exolnded) 16ft 37
4. Tashrih-nl-Aflak . . , . . . 160 87
5. Human Anatomy from Mafarh-ul>qalub . 150 S7

{4^— BMkhai Examination,

1. Bung Sen . . 150 37

2. Chakra Datt . 150 37
S. Bhao prakash . . 150 37
4. Jawar tamar Bhaskar 150 37
5. Sannipat Chandrika . 160 37

(5)—ZuhdaUnUEnhma ^minaiiom.

1. Skarah Asbab (whole) . . - . 200 50

2. Nafisi (tbeoretieal portion only) 200 50
5. Katiat-i-Qaniiai Sh«ikl|i, Bu Ali Sraa 200 50
4. Hummyat-i>Sheik, Bii i i i Sena . 200 50
6. Jami-u8*Sharhin . . . • 200 61)

[ ^ ‘-^Vaidj/araj Examination.

1. Cbarak Sugatb |0
2. Shnshmfc . .
8. Bagbhat .
4. Bnuim Sangpta ( 1 ^ m
ft. Hariti Sangita . m

Th* qontioai wtUU mbImI to tht om sad iom «f Urn maMam.

t l
 ( 118 )
The lollowiiig are the loicest tests for admission into the Oriental
College:—

Muuhi or Lower Arabic Examination,

Papers.
Grammary Synlair and 'Prosody.— IIula3at-un-Nahv; Pauj Ganj; Kafla . I
Literature and llhlury,— Calcutta F. A. Course; Sauiit-ul-lslara, Parts I
and I I .......................................................... II
Ahf Laila (first fortynights), Turikh-ul-Kliulefa . I l l
Slmra Tahzib . ............................................................. .I V
— . S i r a j i a ; Kitab-ul-Muaris iniu Sliara-uUIslam . . . . V
Translatiou.— Arabic into Urdu and ricer e r e d ...................................VI
Oral Examtnalion,'—'Sie'Ad\ng aud speaking Arabia . . . . .

The followinj? are the details of the lowest Examination in Sanscrit:—

Tragnt/a or Lower Sanscrit Examination,

Grammar— Sarala Vyakarana or Laghu Kaumudi . . . . I
Srut Bodh , . . . . . . . . '"I 71
jffyJr'/tfW.— Kavya D i p i k a .................................................... ........ .J
Literature.-—
Foetry— Bngbuvans (T—^VII Cantos) . . . .
„ Kumara Sambbava (I— VII Cantos) III
Prose— Hitopudesa . ...................................
IV
Dnima~>Venisanbara ............................................
Loffic.— Karikavali or Tarka Sangralia . . . . . . . V
'Jranslntion.— Hindi into Sanscrit and fWtf ..... V I
Oral Eicaminaiim.—Beading aud speaking Sanscrit.

Lower Persian or MunsU Examination,

Grammar,— Abd.uUwasi j Miftah«ul-Adab (Arabic Grammar, 1st part) . I
Literature,— Calcutta F. A. Course; Tohfat-ul-Hara . . . . II
Insha Munir; Diwan-i-Hafiz (Selection) . . . . Ill
Uloral Philosophy.—Ak1aq>i-Jalali (Siyasat-ul*Madan) . . . . IV
TraHslalion^-^Y&cfAvn into Urdu . . . . . . . V
Urdu into Persian . ............................................ VI
Oral Examination,—Reading and speaking.
i^ra6ie.~£utrance Coarse of the Calcutta University (proposed from 1883).

It is proposed to make the Examination in the whole of Arithmetic (which

has hitherto been optional) a compulsory part of the Lowest Munshi Examin­
ation, as also the professional examinatioD in Vernacular office work as con­
nected with Civil, Criminal and Kevenue matters and an Examination in
Lande, Sarafi and •Caligraphy, besides raising the standard of proficiency in
Arabic to that of the Calcutta Eirst Arts Com*se. As a matter of fact, the
“ Iklunshis ” of the Oriental College have prepared the Arabic E. A. Course in
addition to their other subjects.
The following are the lowest tests for admission into the Oriental High
School :—
Sanserit.^'Uhe standard of the Entrance Course ib Sanscrit (see Calendar).
Arabic.— standard of the Entrance Coui’se in Arabic ( ditto ).
jPer«taM.— The Entraiice Course (see Calendar) and Sikandarnama, Zulekha and
Insha.

The aboTe admission tests will form the standard for the indigenous schools
of all kinds th p^ b ou t the province, after passing which their students will
lie enabled to ^roMcute their studies for the higher Oriental Certificates of the
Panjab University ^. yarious branches, or else combine tliese studies with those
in “ general knowledge ” at the Ori^tal College. The Assistant Professors,
teachers, fellows, aud senior students of this institution could also be utilised
in inspecting the indigenous schools in the various districts to which they
belong during the annual three months’ vacation of that institution.—G. H. L.
 ( 119 )

Statement o f the number o f Students of the Oriental CoUf‘fie who passed the various Exauun-
atious lit May and Jane 1883,

d.
a
Nature of Examination. 1 liK M AB KS.

A rts—
Entrance . . . . • 22 2 iTlii'si* W(‘iv sent, up at tlicir own ri'fiut^sf witli-
J (mt any tvial ; Iwiicti tlie iip-
Proficiency . . . . 12 3 ) piUiMit liirgtj nuiiibur of I'ailmt's.
Proficiency, B.A. 4 1 One candidate luis Lceu plucked lor a luw
marks iu one subject.
OlUENrAL—
San crit Lower 9 5
Ditto iMiddle 3 3
Ditto Higher 3 3
Arabic Lower 14 9
Ditto Middle 9 7
Ditto Higher 6 3
Persitm Lower U 2
Ditto Middle 6 1
Ditto Higher 9 4
Giirmukhi Lower 5 3
Ditto Middle 1 1
Ditto Higher 3 1
Pushto Lower 14 5
Vttn\aeu\aY Office Wovk 6 1
Arithmetical test for Munshis . 13 3

JTKOKESSIONAL—
Hiudu Law . . . . 5 5 Of tlirse 2 only will got tlio cei-tiliciUe, tlni
other 3 not liaving passed the Saiiserit ilid-
die Examination yet.
Muhammadau Law, Higher 2 2 Will not {fct the certificates till they pass tl!^•
Alaulvi Fa/.il Examination.
Ditto Lower 2 2 Will not get the certjficat(‘s till they pass tin*
Maulvi Alim Ksumination.
Vaidyak Systenj of Medicine 5 4
Ditto Middle 2 2
Yunani Ditto 11 7
 ( 120 )

LAHOBE D IV IS IO K
GU JJRlN W lLi. DI8TEICT.
GENERAL ABSTRACT.

No. of No. of No. of

No.of Vo.ot Saiuoiit No. of No. of Lande and No. of Total.^0 . of Total
maktobB. pni^. mi pnpila. Oarmakhi
aohooUi. ,pupils. Mah^jaoi pupils. ~ inscliu
difcmoos No. of
ols. pupils.
aohoola. schools.
6g|rfn-
197 2,438 18 272 86 81 16 458 266 8,644
' '■ V

' i&TJJEXNwixi.—Among the SaUrna^ Ghuldiu Husain; among the Baids,

Basant Ptij and Pandit ^ n s h i B^m; among the Siiajuddin,
Mafab&h A^in and Alauddin; among the Yidyadhar, Sarasati Bass,
Badha Eishen, Dila Bdm, Chet Bdm and Kanshi Kdm; and among the Bhaia,
Guidatta) PlliapQan, Kidhan Singh, and Shankar Singh, are the £stinguished
persons mentioned in the police return. A private informant mentions among
^ Sarajuddin, Sultan Mahmud, GhuMm Muhiuddin, Shahabuddtn
and Cbandar Bhan; among the Baids, Harirdm and Devidial; among the Bhais,
Xahora Singh, Fatah Singh, Mtil Singh and Parem Singh ; among the Authors^
GhuMm Ghaus; and among^he BoetSt GhuMm Ghaus, Ahmad Hasan, Ghuldm
Qadir and Munsbi Ahmad Ali, as t^e most eminent at GujrdnwdM.
The two l a j ^ t maktahs at Gajr&nTT&M are one maktab attached to the
Anjuman Islamia of Gujrdnw^, under the superintendence of Maulyi Saraj-
uddin, with five teachers, namely, MauM Muhammaduddin for Arabic; Maulvi
Muhammaduddin 11 for Persian; Nuruddin for Arithmetic; GhuMm Muhammad,
2nd Persiaa teacher ; and Hafiz Pazl Bin, Kord^n teacherrwith 105 pupils being
taught in Arabic up to Maulvi Fazil, Persian up to Munshi Fazil, .A^thmetic
up to middle and entrance stimdards, and the Korin. The teachers get their
pay f^ m the Anjuman fund, and an aid of Bs. 15 is given by the Panjab
University.
The s^ond maktab at Gujr^wdM is attached to a mosque, with 36
pupils under Mahbul^ Alam, a .municipal member, who teaches gratuitously
Arabic and Persian.
But there 9re also the following lopktabfi at Gujrdnw^M mentioned in a
private return:—
No. 1, at Gujr&nwilll, attached to thf?i««$<»pe,with 85 pnpils, under Maulvi Sarajnddin,
who teaches the Koran and
Arabic. This school held a muafi
of GO^hnmass up to the death of
Maulvi Sultan Ahmad, whom the
present Maulvi has succeeded;
but after his death 35 ghumass
were resumed and 25 g^humass
were left for the school in perpe­
tuity.
„ 2, „ „ „ „ 40 pupils, under Muhammad Bakhsh,
who teaches Persian.
j, 8, ff Shaikhanwali 15 pupils, being taught the Koran.
„ 4, „ „ Dairah Chandu Sh&h, with 12 pupils, learning the Koran.
5, ,, „ mosque of Shaikh Ghul&m Husain, with 20 pupils learn*
ingthe Koran.
j, 6, f, „ mosque of Zarar, with 12 pupils learning the Koran.
„ 7, f, private house of Muhammaduddin Hafiz, with 9 pupils
learning the Kor^n.
„ 8, „ j, pri^vate house $pltan Ahmad Darvesh, with 12 pupils
learning tfu iton^n.
» M private houa^/Of ^haikh Hakim, with 20 pupils
teaming th? Koriw.
«10, mofqtR&ant^ IQP9P»)^loomingthe Korin.
 ( JSi )

There are two large paislialas at Gujraowala, one attas^liifid to the Tomb
(Sam,adh) of Raja Mahan Bingh, father of Ilajali Raniit Snig-, with 35 (private
information gives 35) pupils, under Chetmiii, who ten.oheR Sanscrit up'"‘to the
highest standard, and gets Es. 15 per mensem frorn the Mujiieipality, The
second patshala is attached to the garden of H-ai MjVi Sir£j, Hals, wit'i-iO'(pnvate
information gives 25) pupils under Vidya Bhar, wh.o teo.ches Sans(*.nt and
astrology. Half the annual income of a well amountii’g to Es, IdO is given by
Eai Mul Singh for the support of the school. The pupils arc given food also.
In a private return a patshala with 16 pupils, under Bilanim, wh.o teaches
grammar, Hindi language and astrology, &c., is mentif)ned.
The following are the minor patshalas at Gujranwala:—
No. 1j attached to the private house of Pandit Sarasati Math, with 7 pupils iearuina:
Sanscrit,, up to tb.? hi^-i.est siaudanL
2, „ 3} 33 33 Kanshi Bara, with 4 (private return
gives lU) pupils ]ftarni!i<y Sanscrit,
up to the middle standard.
„ 3, „ „ j, „ Lakshmi Nath, with 1(1 do. do.
„ 4, „ j, M Araav Nath, with 4 do. do.

Another private informant odds 3 patshalas conductcd hy Mahesh Bass

Jawaladat and Kirpa Earn with 10, 8, and 20 pupils .vespcctively.
The important Gurmukhi schools at Giijranwalfi are three in niimfwy.
No. 1 is attached to the Bhara-msala of Bhai Gurdatta, No. 9, to the Dli.aramsala
of BhM Bharmdn, and No. 3 to the Bharamsala of Harhhajan Bass, with 20, 30,
and 15 (according to another information 10, 35, and 12) pupils, under the
teachers Gurdatta, Bharmdn and Harhhajan, wlio all teach Gurmukhi and reli­
gious books. The teachers’ income is not fixed but the pupils give them
food, and when they finish a certain book, they present some cash. The
offerings made to the Granth are taken by the teachers.

Besides the above, the following are smaller Gurmukhi schools at Gujran-
w^l^L, mentioned in a private return :—
No. 1, attached to the Dharamsala of Chaada Singh, with 22 pupils learning- Gurmukhi.
„ SI, » of Hativaranvali, „ 5 „ „
„ 3, „ „ „ ofChavaliau, „ 5 „
„ 4, „ „ „ of Ishar Dass, „ 3 „„
3) 5,' j> 33 3t of Tek Sing’h, „ 5 ,,
„ 6, „ „ „ of Mul Singh, „ 2 „

The largest Mahajani school at Gujranwdld is attended by 50 pupils, whom

Gokul Pddh^i teaches Land4 and arithmetic, and gets some "bread, &c., from
the^pupils and Es. 5 per mensem from the Mission School.

According to the police return, the rural part of the Guirdnwald circle has
the following eminent persons : Hakims, Karm^ IMhi, Nur Husain of Pirchok,
and Saiyad Fazl ilalii of Kot Bhawanidass; Maulvis, Muhammad Wahabi,
Maulvi Musa of Manki, Ghulam Muhammad of Qillah Man Singh, and Muham­
mad Ali of Puterhakhurd; and among the Bhdis, Gurdat Singh of Mardliwala
is mentioned.
The largest maktab at Telwandi-Khajurwdli is attached to the village
mosque, with 40 pupils under Maulvi Ghulam Muhammad, who instructs them
in Arabic, in return for which he gets some corn at harvest time. There is one
maktab, mentioned in the private return, at Mardliwala, attached to a mosque,
with 12 pupils under Charaghuddin, who teaches the Koran.

The following are the smaller maktabs in the above circle

No. 1 at Chak Pirn, with 10 pupils learning Arabic.
„ %„ Tatta Dad, „ 20 „ „ Persian.
„ 3 „ Jalal, „ 25 „ „ Arabic and Persian.
„ 4 „ Mughalehak, „ 9 „ „ „ „
„ 6 „ Botala Sharam Singh,, 18 „ „ Arabic.
gi
 ( 122 )
There is only one Giirmukhi school at Maraliwdld attached to the Dharam-
sala, with 10 pupils, whom Bhdi Gurdat Singh teaches Gurmukhi, and receives
in return some corn at the harvests of rahi and kharif.
Hapizabad.—Amongst tlie Pandits, Hamdm Bass, son of Butdrdm Padhd;
amon^ the Maulvis^ Jaldluddin; and among the Sakims^ Kliud^ Bakhsh, are
the most eminent persons at Hafizdhad mentioned in the police return;—
The ft)llowing maktabs are mentioned in this circle:—
BJtawan Kohna, with 15 pupils learning Urdu and Persian.
Bhavjan Khurd, 1 maktab, with 10 pupils learning the KoraD.
Rdm Ki, 1 uiaktab^ with 15 pupils learning Persian.
Nikki, 1 maktab,. with 15 pupils reading the Koran.
Bnmki, 1 maktab, with 15 pupils learning the Koran.
Ckak KJiaral, 1 maktab, with 8 pupils ditto.
Chak Ghazi, 1 maktab, with 8 pupils ditto.
Skori, 1 maktab, with 8 pupils learning the Koran and Persian.
Soudnwdla, 1 maktab, with 18 pujnls learning the Koran.
1 maktab, with 11 pupils ditto.
Koi Ba&hsM, 1 maktab, with H pupils ditto.
lattd Ndnak, 1 maktab, with 15- pupils learning Urdu, Persian and the Kordn.
Aduki, 1 maktab, with 10 pupils learning Persian, the Koran and Urdu Primers.
Ndnuana, 1 maktab, with 6 pupils learning the Komn.
Kaseti, 1 maktab, with 25 pupils studying the Koran and Persian.
Madhor, 1 maktab, with 12 pupils ditto.
M(diki, 1 maktab, with 12 pupils ditto.
Kot Khushal, 1 maktab, with 8 pupils reading the Koran.
Thalta Jadd Amiriwdld, 1 maktab, with 8 pupils ditto.
There is one patshala at Hafbzabad, with 9 pupils studying Sanscrit. A
private return men|ions one patshala at the village Forkho^a -with
20 pupils under Pandit Devi Dial, who teaches Saraswai, Chandrika,B,iid poetry.
Kuryala ha« Gurmukhi school attached to the Dharamsala, with 10
pupils learning Gurmukhi.
Tfhere is only one Mahajaiii schdol inHiis circle, in the villago of Bamki,
attached to the Dharamsala, with 11 pupils learning Land^. *
Aim ANABAD.—Maulvis Ghuldm JTustaf^, Muhammad Umjar, Muhammad
Din, Sultan Ahmad and Muhammlid'Din II, Pandit Ganda and Hakim Ghulam-
uUah are brought to notice as distinguished in this circle. The important
maktabs in this circle are at Aimanahnd^ Baloki, Mangokiy JRatoli^ Ghar-
mola, Kharyaly Kfianrriusalman, and Jhandyala, with 60, 8, 10, 14i, 22, 10, 16.
and 15 pupils respectively; the first four and the last are attached to
mosques, and the rest to private houses under Hasan Muhammad and Fazl
Muhammad at Baloki; Muhammad Umar at Ratali; Muhammaddin and
Raliimulla at Mangoki; Rahimbakhsh at Gharmola; Karm Ilahi at Kharyal;
Sultan Ahmad at Khanmusalman; Mustafd at Aimanabad; and Muhammad­
din at Jandyala, who all teach Urdu, the Koran, and religious books. A private
return adds 2 maktabs in Aimanabad with 22 pupils under Ibrahim and
Ilmuddin, 2 in Jandyqla under IsmaU and Imamuddin with 22 pupils, and 2 in
Ratali with 15 pupilsf
There arc two Gurmukhi schools at Kharyal and Masanda, attached to
Bharamsalas, with 3 and 10 pupils, under Gurdatta Singh and Teja Singh
respectively, who teach the Granth and get their food in return.
There is one Mahajani school at Aimanabad, with 50 pupils, under Ishar
Dass, wlio teaches Lande and Sarafi, and gets Us. 4.
Wazhiabad Cjty.—Among tlie Mat,lvis, Qadir BakBsh and Muhammad
Bukhsh, and among tlie Karm Din and Midn Tipti Hakim, deserve notice
Tlu; largest maktab at Wa/.irabdd is attached to the mosque situated in
the street of Darab Klidn, with 24' pupils, under Maulvi Sarajuddin, who
teaelies Arabic and Persian, and gets lls. 2-8 per mensem.
In general table of the police j’etum the number of small maktabs
is given,—13 at Wazirabad, with 181 pupils learning Arabic and Persian.
 ( 123 )
There is one patshala at Wdzirab^d, with 22 pupils, under Charanjit
Brahman, who teaches Sanscrit, Land4 Sarafi and Gurmukhi, and gets E.s. 2
per mensem,
Wazirabdd has a Gurmukhi school attached to the Guru Koth^l, with 18
pupils, under Gandar Singh, who teaches Gurmukhi, and gets only 5 annus
per mensem.
There is also a Mahajani school at Wazirahad, in the quarter of Kathra That-
tiyaranwala, with 42 pupils, whom Nabi Bakhsh teaches Land^ on Rs. 7 per
mensem.
W A z i r a b a d C i r c l e .—In this circle there are the following persons men­
tioned among the Maulvis, Pazldin and Ghulam Nabi; and among the
l^andits, Jamal Sing and Bishen Dass,
There are the following maktabs in this circle
Jagna, w ith 5 p u p ils le a r n in g A r a b i c a n d P e r s ia n .
K u t K l .a s 18 „ 99 fS
C h a k R a ja b 7 « >» 99 99
M nhadpur ,p S fi 99 99
K a liw a la a 7 n » 9i 99
C h a k B h a ttiy a u 5 ,, n 99 99
K hanki ^ » ^ » A r a b ic .
M a r u t '-a b a d 5 •• 99
T J jia K a l a a » ^ t) „ a u d P e r s ia n
B it h r o k i „ 40 99 99
C h ib a h J itn a h 14 „ 99
I b n w a K (2 s c h o o ls ft 55 „ >9 99 99
T a t U ih ff ® n 99 ^
C hurah » 15 ,, P e r s ia n .
K a k k a r K o l u (2 s c h o o l s ; , , 25 „ j.* 99
C h a k G a ld n >} 7 If n »9
H ir d n w d la K a la u r) T9
F a ta h g a rh « 10 „ A r a b ic .
S a r a n w a li 55 a n d P e rs ia n .
U d a la n ® P e r s ia n .
K o t Q a d ir B a k h sh ,, 6 ,, S9 99
B h ock a l ,, 15 A r a b i c a n d P e r s ia n .
S id iw a li » 5 „ 99^ 99
P a u c h g a r a in « 12 » Jf P e r s ia n ,
K h osar w 10 „ A r a b ic a n d P e r s ia n .
T e h H ib £ « 15 „ 99 99
N a t (2 s c h o o ls ) « n » >y A r a b ic .
B ahga „ 4 „ 9$
K ot N aw az ,, 5 ,, 99
D u d a n w a li K a l^ n }9 5 „ 99
S oh d ra (2 s c h o o ls ) *>15 „ 99 P e r s ia n a n d A r a b ic .
P a th a n w a li » 20 „ 99 99 99
Jora « 20 „ 99 99 99
K hakar s c h o o ls ) 99 99 »
r J a n d iy a la
1*1 99 99 99
\ W a h a b w a la
G u lw d ia „ 15 99 >9 99
D ila w a r » 5 ,f 99 n yj
A lu S ad ev „ 16 „ 99 99 99
L a h e ri W a l£ IS 25 99 99 99
K h a k k a M ita r »s 3 *f 99 99 99
A d il N a g a r S, 10 « 99 99 99
D b a r iiw a la „ 15 „ 99 99 99
W id a la „ 10 „ 99 A r a b ic .
A beki » 20 „ 39 99 a n d P e r s ia n .
T e h F a q ir u lla h » 15 „ 99 99 »
D huneki w 5 „ 99 99 99
B d ga rya n N a u „ 10 ., *9 $9 99
N iz a m u d d in 7 „ 99 if
P ir k o t » ® » 99 99 a n d P e r s ia n .
K h asar , . 1 0 „ 99 99 99
K o t Q a d ir B a k h sh ,, 8 ,, 99 99
B a h ra m 20 „ 99 M >9
C h ak Sadah „ 10 >, i> ?y >>
H a s a n w a li M 5 ,, )J
 { 124 )

There 1b a large patsimla at BdoM^ attached to the private house of

Pandit Farasmm, who teaches Sarmi (a book on Sanscrit grammar), Devanagri
bookss and other books to 25 (private informant; gives 18) pupils, and gets
Bs. S in money and kind.
The largest Gunnukhi scliool in. this circle is one at Sohdamh, attached to
a Dharanisala, in which Bawa Jaimal Singh teaches Gurmukhi and Sanscrit
to 21 p-tipiiSj and gets Es. 12 in money aad kind.
The folio Wing are smaller GumiikM schools in this circle
Ho,, i at Chafc vv-iiii 7 p u p ik being ta u gh t m Gurraukhi.
Bilavvar „ 25„ „
3 Darvesliki ,, iO „ „ „ „
.. 4< „ L adahw ala ^ 8
5 „ Kot Gadar Bakiis.li 15 „ „ „ „
The largest Mahajani school- la this circle is at Ahmad Nagar^ with 32
pupils, in which Thaknr Brahman teaches Lande, and gets Rs. i-8 in money
and kind.
The following are small Maba3am sclioois in this circle
7D^o. 1 at Beg-a Ja,inaj&, vfith. 4 p-apiis iearaing’ Lande.
;■/ ” ,} -Joi-a ■^ ^ ^ ^ JJ 15 jp }, iS
3 JamlidU Wababwala „ 10 ,,,
4 „ Ladahw aia

Q illbh Pidab SiNGH.-™Th8 most emineiit persons in this circle are: among
theMaMmSf Fazi IMhi, Government employ^; EazI Ahmad, native Hakim, who
is able and well-experienced; Bhdi Amar Singh at Qiileh Bidar Singh; Hasan
Muhammad, Government employ^ at Q^leh Chanda Singh; Devi Shdi, Hakim
at Badoki; IbrdMm at i Akbar Ali at Ohahal Kalan •>Jiwan Shah at
Maki^nvala; and Lai Ohand at Chhatta Sindhwao ; among the MaulvU^
Mauivi Hasan Muhammad at Chandar, Maulvi Muhammad Gohar at Mukhar,
and Maulvi Qasim Ali at Oh^hai If an; and among the Eh^is, Jaswant Rdi
at Beodhi Kalan, desen,^e notice.
The important maktabs in this circle are in Mdkidnwdli^ Udhowdli^ and
Badoki, attached to the mosques, with 16, 14 (7 boys and 7 girls), and 9 pupils,
under J iwan Shah, Ghuidrn Easul, and Ghuldm All respectively, who teach
religious books and Persian. Teacher No. 1 gets Rs. 8 in cash and Rs. 6 in
kind, No. 2 teaches gratuitously, and No. 3 gets Es. 6 in kind annually.
The following are smaller maktabs in this circle, mentioned in a private
return
No. 1 at Qilleh Bidar Singh, attached to the mosque of Mian Qaw^muddin, with
13 pupils learning Persian and the Koran.
No. 2 at Qilleh Lidar Singh, attached to the mosque of Mi^n Fazi Ahmed, with 10
pupils learning the Koran.
No. 3 at Qilleh Didar Singh, attached to the mosque of Shekh£hwah^ with 16
pupils learning the Koran.
There is no patshaia in this circle.
There are 3 Gurmukhi schools in this circle, at Mardo-l)eodh% JBaMuM^
and Badohi, all attached to Dharamsalas, with 8, 21, and 6 pupik^ under
Jaswant Eai and Nath Singh, Jai Singh and Chanda Singh, respectively, who
teach Gurmukhi. The first two teachers teach gratuitously, and the third and
fourth receive half ndli of corn annually-
A private return mentions also a Giirmukbi school at Qilleh Biddr Sinqh^
with 3 pupils learning Gurmukhi.
The Mahajani school is at OlJchd, with 15 pupils, ttsder TMkur Bass, who
tekches Lande and gets Rs. 2 monthly.
Khangah.—Among the Bhdu, Bawd, Sundar Bass, a Guldb Dasili fakir, and
among the Pandits, Narain Bass Brahman, are distinguished.
There is no maktab in this circle.
 ( 125 )
There is a patsliala at Ajnia-wala, attached to the Gurduard of Bawd
Sui’jan Dass, Mahant Gulab I)asia, with 6 pupils, under Sundar Dass, who
teaches guatuitously Multiplication Table to 4 pupils and Bal-updesh to 2
pupils.
Ajnid-ioala has a Gurmukhi school, also attached to the Gurdudra of Bawd
Surjan Dass, under Mahant Gulab Dasia, who teaches gratuitously Shastri and
Hindi to 24 pupils.
The important Mahajani schools in this circle are hi Ajnia-wala and Kot
Jlamn Khan, with 24 and 15 pupils, under Bawa Sundar Dass and Narain
Dass Brahman respectively, ^ho teach Lande to 16 and Gurmukhi to 24
pupils.
The teacher No. 1 has no incomeV but No. 2 gets B-s. 2 per mensem in
money and kind, '

PiNBi Bhattyan.—The most eminent persons in this circle among the

Tandits are Pandit Nanak Chand and Sankardass of Jalalpur, and Sukhram of
Jalalpur; among the Bhais, Ganesha Singh; among the Sakims, Juala
Sahai of Jalalpur, and Ghulam Hasan of Chak Bhatti; and among the
Maulvis, Muhammad Husain at Jalalpur, and Ahmaddin at Chak P^xtti, de­
serve notice.
There are 2 maktabs in this circle, at Jalalpur Bathyan and at Chak Fatti^
attached to mosques, with 7 and 4 pupils, under Muhammad Husain and
Ahmaduddin, who teach Arabic and Persian. Muhammad Husain gets Ils. 7
in money, and Ahmaduddin nothing.
There are 3 large Gurmukhi schools in this circle, at Findi Bhdtidn,
Qilleh Murad Bakhsh, and Chak Patti, attached to Dharamsalas, with
40, 20, and 28 pupils, under Ganga Dass and Ganesha Singh, Ishar Dass and
Dasmal, respectively, who teach Gurmukhi and Land^. Ganga Dass has no
income; Ganesha Singh gets Re, 1-8; Ishar Dass receives no pay ; and Dasmal
gets 4 annas. A small Gurmukhi school is at Tatti Asdiah Kdlan, with 10
pupils learning Gurmukhi.

There are 2 Mahajani schools at Pindi Bhdtidn and Jaldlpur Bhdtidn,

with 45 and 50 pupils, under Ganesh Dass and Balmukand, who teach Land^,
Shastri and Gurmukhi. Ganesh Das gets in cash Re. 1-8, and in kind 25 seers of
flour ; and Balmukand, in cash Rs. 2, and in kind 20 seers of flour.

A kal Garh.—Among the Maulvis at Akal Garh, Karm Bakhsh, and at

Bdm Nagar, Maulvi Ghulam Qadir, are distinguished in this circle.

The largest maktabs in this circle are in Akdl Garh and Bdm Nagar,
both attached to private houses. The teachers are named Ahmad Bakhsh and
Judla Sahai, who teach Persian, and Urdu and Persian, to 10 and 13 pupils
respectively. The former draws Rs. 2, and the latter Rs. 3 in cash per mensem.

The small maktabs in this circle are as under:

Akal Garh, with 10 pupils learningf Persian.
Akal Garh, attached to a mosque, with 12 pupils, learning Persian and Arabic.
Ram Nagar, 9> yy yy 13 yy yy „ and Urdu.
Ram Nagar, yy yf 6 yy yy Persian.
Kam Nagar, » yy 9 y> yy Koran.
Zabarki, fy yy 8 yy yy
Qachar, yy 9 yy yy Persian and Koran,
Sahloki, yj yy 10 iS jy
Meraj, yy jy V 8 yy yy Koran.
Pujia Chatta, yy >y yy 8 yy y> yy
Kot Jan Bakhsh, yy yy yy 20 yy yy Persian aud Koran.
Uncha Chakkor, yy yy l> 8 yy yy Koran.
Jokhian, yy yy y 10 yy yy yy
Borewali, yy jy yy 10 yy yy yy
Kot Khallian, yy yy 6 yy yy yy
hi
 ( 126 )
Hazrat Khalyaulldb, attached to a raofiquej with 8 pupils learning the Korin.
Nouewald, 5
Darpal Khurd^ „ S „ „ Urdu, Persian and
the Korin.
Darpal Kalao, ,, 5 »>
Fatah )iur, „ 8 „ „ Korin.
Pahroki, „ 6
Kot Bliafja, „ 5
Chamwala, „ 5
Kot Aliar, „ 5
^halt Ball man, ,, 9
Bhadori Kalan, „ 6
Chakkar Teji, „ 5
Tauewala, ,, 4
The largest patshala in this circle is at Ahdl Oarh, attached to a tem­
ple, "with 20 pupils, under Kdshiram, who teaches Shastri, and gets Be. 1-8.
But the private return mentions one more patshala at Akdl Garh, under Pandit
Bhagwan Dass^ with 6 pupils.
There are 2 large Gurmukhi schools at A kdl Garh and Eilm Nagar, attached
to Dharamsalas, in which 13 and 35 pupils are being taught in Gurmukhiby
Hird Singh and Bishen Dass respectively. Each of the teachers gets Rs. 2
in cash monthly.
The small Gurmukhi schools as mentioned in the police return are—
No. 1 at Kara Nagar, attended by 5 pupils, and No. 2 at Jamki, attended by 9
pupils. Both schools are attached to Dharamsalas, and the subjects taught in *
them is Gurmukhi.

The Mahajani schools in this circle, mentioned in the police return,

are 2 in number. One at Akdl Garh and one at Mdm Nagar, with 60 and 4
pupils, whom Sonhd Mai and Diwdn Chand teach Land4 (a private informant
adds Hindi and arithmetic also). The former gets B«. 1-8 in cash, and the
latter nothing.
There is also a Mahajani school at Chakar Teji^ attached to aDharamsala,
with 20 pupils, who are taught in Land6 and shop-keeping.
, SAekhtjpura.—There is only one Hakim, named AtduUdh^ deserving notice
amon^ the Hakims in this circle.
There are i6 n^ktabs mentioned in the police return as important ones in
this circle, j
1st at Jivanpura Khurd, 2nd at Jandiili, Srd TaroKi, 4th (^rniinwili, and 5th
Medi&li; all attached to the mosques, in which 6, 15, 10, Q/and 7 pupils are being
taight the Koran bj* Badruddiu, Muhabbat, Shahibuddin, Sher and Wali Muham-
anad respectively.

The largest Gurmukhi school in this circle is at attached to the

Dharamsaia, in which Jamaiyat Singh Kukd teaches Gurmukhi to 8 pupils
gratuitously.
E xtra.—‘The private return received from Maulvi Sardjuddin, manager
of the Isldmia school at Gujrdnw41d, shows the following additional maktabs
in the districi. of Gujrdnwdld ^
No. 1 at Kamonki, attached to the mosque of Miin Ghulim^ with 6 pnpils learn­
ing the Korin. ^ •
No. 2 at Mahluwiia, attached to the mosque of Shamsuddin, with 10 pnpils learning
Persian and the Korin.
No. 3 at Tatta Chiryi, attached to the mosque of Muhammaddin, with 10 pupils
learning the Korin.
No. 4 at Hanjanvali, attached to the mosque of Hifiz Muhammaddin, with SO
pupils reading the Korin.
No. 5 at Shergarh Khurd, attached to the mosqtie of Miin Muhammad Hosain, with
10 pupils learning Persian and the Koran.
No. 6 at Kot Qazi, attached to .the mosque of Miin Sarijuddin, with 10 pupils
learning Persian aud the Korin.
 ( 127 )
No. 7 at Dahlanwali, attached to the mosqne of Mido Charagh Din, with 5 pupils
studying ti«e Koran.
Wo. 7. at Qilleh Noh Singh, attached to the mosque of Miaa Ghulam Muhamcaad,
with 6 pupils learning the Koran.
No. 8 at Atawah, attached to the mosque of Mian Nabi Bakhsh, with 8 pupils
learning the Koran and elementary Persian.
No, 9 at Atawalij attached to the mosque of Mian Saiyad Muhammad, with 10
pupils learning the Koran and eJementary Persiaiv.
No. 10 at Atawali, attached to the mosque of Miaa Abdullah, with 10 pupils
learnifag the Koran with translation.
No. 11 at Atawah, attached to the mosque of Miaa Ismail, with 4 pupils learning
the Koran with translation.
No. 12 at Drop, attached to the mosque of Maalvi Inaitullah, with 15 pupils
learning the Kordn and elementary Arabic and Persian.
No. 13 at Firozpur, attached to the mosque of Mian Muhammad Azim, with 10
pupils learning the Koran.
No. 14 at Firozpur, attached to the mosque of Muhammad Bakhsl., with 15 pupils
learning the Kordn.
No. 15 at Firozpur, attached to the mosque of Mian Muhammad Faiz, with 7 pupils
learning the Koran.
No. 16 at Ladhwala, attached to the mosque of Choudhri Hakim, with 15 pupils,
under Najimudilin, who teaches the Koran and elementary Persian.
No. 17 at Khali, attached to the mosque of Hisamuddin, teacher , ^ teaches the
Koran to 10 pupils.
No. 18 at Kolwwala, attached to the mosque of BahawaUuddin, teacher, who teaches
the Koran and Persian to b pupils.
No. 19 at Burha Gharat, attached to the mosque of Maulvi Ghulam Yasia, teacher,
with 10 pupils learning the Korin.
No. 20 at Qilleh Nihal Sin^h,,attached to the mosque of A'Jaulvi Ghulam Muham­
mad, teacher, who teaches the Koran to 16 pupils.
No. 21 at Man,-attached to the mosque of Musa Wahabi, teacher, who tcaches the
Komn to 7 pupils.
No. 22 at Man, attached to the mosque of Shamsuddin, teacher, who teaches the
Kov^u to 8 pupils.
No. 23 at Kot Ladha, atta«;hed to the mosque of Miau Karm Ilahi, teacher, who
teaches the Koran to 10 pupils.
No. 24 at Kot Bhiwani Dass, attached to the hiosque of Ahmad Ali, in which Abdul
Aziz teaches the Korau and Persian to 12 pupils.
No. 25 at Kot Bhiwani Dass, attached to the mosque of Khuajah Ahmad, teacher,
who teaches Persian and the Koran to 7 pupils.
No. 26 at Kot Bhiwani Das, iu which Mian Ahmad Ali teaches Arabic and
Persian to 4 pupils.
No. 27 at Piiiang, attached to the mosque of Jiwao, teacher, who teaches the Koran
to 12 pupils.
No. 28 at Kharchaka, attached to the mosque of Hasau Muhammad, who teaches
the Koran to 10 pupils.
No. 29 at Chharyala, attached to the mosque of Sultan Ahmad, teacher, who teaches
the Koran and elementary Persian to 10 pupils.

In tlie same return a patsliala is mentioned at Kot BMwdni Dass, attaclied-

to the private house of Narain Dass, in which 5 pupils are being taught in ele­
mentary Sanscrit.
A Gurmukhi school at attached to the Dharamsala of Bhai
Shdm Singh, in which 7 pupils are being taught in Gurmukhi and the Panch
Granthi.
 ( 128 )

LAHOEE D IV IS IO N .
I'EROZEPUB, DISTRICT.
aENEKAL ABSTRACT.

No. of No. o f No. o f

No. of No. of SanRurit and No. o f No. of Liituie niid No. of ToUI No. o f Total
District. mftktabg. pupiU. Gurmukhi indiirenoiie No. o f
Na^ri pnpils. schools. pupils. MatiHjani pupils.
schools. schools. schools. pupils.

Ferozepur 137 1,345 11 144 35 811 14 326 197 2,126

! F e r o z e p f r C i t y . — J P a n d its Kishen Chand, Eamji Dass, Maha Nand, and

Hardwari; JBhais Hira Singli and .Dial Singh; Maulvis Sharf Din, andWali Ullah ;
JELahims Radha Kishen, Uahmat Ali, Surajbhan, Maya Dass, and Kishandat are
mentioned as distinguished men in this circle by the police retm*n, A private
return adds Saiyid Mahtab Ali Shah, Muhammad Ibrahim, and KhanUton to
the Hakims; Hafiz Ghulam Muhammad, Maulvi Muhammad, and Ghulam Nabi
to the Maulvis; XJdham Singh to the Bhais. The same retm*n names Muham*
mad Din as an author, MunsM Ahmed Ali as a poet.

There is a Madrasah attached to a mosque, with 20 pupils, where Ghulam

Muhammad teaches Arabic. He gets bread only. But when a pupil finishes-
the Koi’an he pays his teacher Es. 3 or 4, and when he gets married he
gives him Re. 1-4, and at the birth of a child he gets 4 annas. There are three
smaller schools in which Arabic and the Kor^n are taught, with 25 boys. A
private return, however, informs us that there are 6 maktabs in Ferozepur City,
with 150 boys attending, which we presume is correct. There are 6 patshalas
with 67 pupils, the largest of which has 15 boys and belongs to Kashi Bdm,
pleader; Kishen Chand teaches Sanscrit grammar. There are 3 Gurmukhi
schools with 12 pupils, and 2 Land^ schools with 95 pupils.

- In the P e r o z e p i t r C a n t o n m e n t is also a patshala, with 20 pupils, in a

private house, where Pandit Rdmji Lai, a man of good qualifications, teaches
Sanscrit Grammar, Arithmetic, Geography, &c., and gets Rs. 15 per mensem.
There is also a large Mahajani school with 50 pupils, in which a Brahmin, Shadi
Rdm, teaches Devanagari.
N athana .*— This circle h'as, according to the police return, 1 patshala with
10 pupils in Kalian Malki\ it is attached to a Shiv Duala, and Pandit
Salig Ram teaches Sanscrit, in which he is well up, getting Rs. 10 per mensem.
There are 6 Gurmukhi schools; the largest, at the village MeJiraj, has 10 pupils;
it is attached to a Dharamsala. Bava Atmardm teaches Gurmukhi. Each pupil
brings him bread in tiim ; and when one finishes the Granth, a sum of Rs. 4 or
more, according tO his means, is paid by him to the teacher. The other five are; 1
in Bahnif with 7; 1 in Mahraj Pati Sawaly with 4; 3 in Nathana KhaSy with
10; 1 in Chak Ramsinghwala, with 4; and 1 in Mahraj Pati Karm Chand, with 8
pupils. Mahraj Pati Saioal and Jjahra Mmhahhal have each a Land6 school,
the first with 10 and the second with 20 boys. The teachers of above get 8
annas per mensem from each pupil.

D h a r a m k o t .— Dharamkot itself has a maktab, where the Koriln and other

books are taught, with 20 boys; JalalabadX, with 26; Kishanpura Khurd 1, with
17; and Qadirwala has the largest school in the circle of this kind, which is
attached to a mosque, and has 50 pupils.

*In this police circle Persian and Arabic are nowhere taught except in the GoveTnment schools*
the Jluhainmadan population being small. There are Gurmukhi schools, with chiefly religious instruction. The
Poachers of Lande and Mahajani (Pandhe) come from other parts, and often go from one place to another for
the purpose of teaching, so that some of these schools cannot be considered as permanent establishments.
 ( 129 )

The other schools of the same kind : 1 at Rishanpura Khurd, with 17. In
Dholetodld is a small maktab with 4 pupils, in which Persian, Gulistan,
Karima, &c., are taught, and one at Indargarh Madrasah, with 5 boys, where
Arabic, Qaida, &c., are the subjects of tuition; whilst at the followinor: Fanduri
with 10, Saiyad Muhammad with 15, Rajcmiodla with 20, Mandar Kanbo
with 8, Bandar Kaldn with 13, Brdhmki with 5, Mojgarh with 3, Keld with
10, Kishenptird Kaldn with 19, Miisawali yath. 4, Talioandi Naiibahdr with
6, Baqinodld with 4, Fatehpur Kinan with 9, Mirpur with 6, and Bulewdld,
4 pupils only—the Kordn and religious books generally are taught.
There is a patshala at Dharamkot with 15 pupils, which is attached to
the Thakurdudrd Kdlan.* Pandit Bhopdl, who is a good Sanscrit scholar,
teaches Sanscrit Grammar, “ Laghu Kaumudi,” Chandrika,” “ Saraswat,”
and other books. Besides tliese, 20 pupils are taught in Other different places
in the same subjects. The teacher maintains himself by reading (Katha)
and preaching. Gurmnkhi schools: 1 at Choga Kalan with 7 boys, under Sain
Dass, who teaches them gratuitously, 1 at Inda'^^garh with 5, 1 at Talwandi
Malian with 4, and 1 at Melah Kankdn with only 2 pupils. In all these
Gurmukhi characters, “ Pothi,” “ Jap Saheb,” &c., are taught. Lande schools :
1 at Dharamkot, where Lande characters and Hindi Arithmetic are taught to
40 pupils, and 1 at Kot Isa Khdn^ where Mahajani and Lande are taught, with
17 pupils.
There is the following remark with regard to this circle: In the maktabs
religious teaching is predominant. The teachers get nothing fixed per mensem;
but are paid at harvest in money or kind. At the patshalas the teachers
receive nothing from their pupils, but maintain themselves by preaching ser^
mons (kathds), &c. The pupils also maintain themselves from the alms given
them from the Thdkurduara or Dharamsala. The Land6 and Mahajani school­
masters receive w^eekly from each student 3 jjies and bread.

G h a l. —The Madrasahs of this circle are: 1 at Misrivala, with 6 pupils,

under teacher Ydsin; 1 at Badhniy with 5 pupils, under Hird Singh of Badhni;
1 at Van with 7, under Nabi Bakhsh; 1 at Shdhzadi^ with 7, under Hafiz
Varyam; 1 at Kailas» with 2, under Ruhuddin; and 1 at Mohkamwala, with
10 pupils, under Ibrahim. In the first-named Arabic and Persian are taught,
in all the others only Arabic.

Patshalas there are two, 1 at Mudki with 10 pupils, under Pandits Jirdn?
and Hazari, and 1 at Bhdngar with 12 pupils, under P ^ h Didl. They teach
Sanscrit gratuitously. 3 Gurmukhi schools: 1 at Bhdngar^ vnih. 5 pupils, under
Atar Singh; 1 at Batl% with 19, under Jivan Singh; and 1 at Shakur, with JO*
under Bhiip Singh of Shakur. , Gurmukhi and the Granth are taught; th§y get
no fixed fee from the pupils, but the villagers give them presents of money or
grain by their own free will. One Mahajani school with 7 boys, at Jhanjian
where Hindi Arithmetic is taught.

N ehal SiifGHWALA.—Three Perso-Arabic schools are mentioned, 1 at Lopu

with 12 pupils, under teacher Jdni, to whose house it is attached ; he is paid in
kind ; 1 at Tdkhtnpura with 8 pupils, 1 at Madki Kalan with 2 pupils taught
Persian by' Kamruddin who is paid by Sirdar Sangat Singh. There are
3 Gurmukhi schools, the largest at Saidoki in the Dharamsala under Bhai
Badan Singh, with 30 pupils, 1 at Patoki with 14, and 1 at Burj Ramird
with 12 pupils. One Gurmukhi school with 7 pupils is mentioned by a private
informant in Badki Kalan.
N a w a K i l l a . —In the village Lakhoki^ Maulvi Hafiz Muhammad is consi­
dered a learned man ; he is an author; also Maulvis Abdul Qadir and Muhi-
uddin and Hakim Ghuldm Muhammad are renowned in that part. In Kiryan
Maulvi Muhammad Salim and Maulvi Abdurrazzaq are named.

* Besides those at the TMkurdoura K^lan, thare are pupils also who read at the houses of Pandits Asar4m,
Kali lUm and Bitua Nath.
i1
 ( 130 )

According to the Police return, the Madrasah at JOakoliki, which is attached

to a mosque, and in which Abdul Qadir, who is a good Arabic scliolar, is the
teacher, has 30 pupils; but a private return gives the number as about 100, and
adds Hafiz Muhammad and ]\luhiuddin as teachers ; the following subjects being
taught: poetry and j)rose in Persian, Grammar and Syntax in Arabic, Logic, Law
of the Hanifi sect, Tafsir and the Koran. The income of the school is about
Es. 300 per annum in cash and kind, derieved from 95 acres of land witli 2 wells,
assigned to it by the Panjab Government, for as long as it lasts, on the 5th July
I860.
The smaller maktabs in this thana are,—
Nasird Khilji with 11, Betu with 6, Johadpiirdh with 10, Taur with 12
Hmnadkl with 10, Lcikhd Kdji with 12, Lohdari with 5, Bani Khurd with 7,
Chak Rahman with 9, Natcd Killeh with 8. In all these the Koran and
Panjabi books are taught, except at 2'aur, where, instead of Panjabi, they have
Persian. The following are merely Koran schools: Badal with 9, Mahma
with 15, Karyan with 16, and Qaldi with 14 pupils. They are nearly all attach­
ed to mosques.
No patshalas or dharamsalas are mentioned, but 1 Land6 school with 20
boys at Betu» with Mothd teacher. He is paid in kind about E-s. 5 per mensem.
M akhtj.—This Thana has several good Maulvis; such as Fazluddin, Jalal-
uddin, Ismdil, Ghulam Ghaus, and Abdul Qadir, and one Hakim, Abdul
Islam. There are 10 maktabs, as per following list:—

H’ames of towns and villaj^es. Nnmbcr of Number of Subjects taught.

schools. pupils.

1 2 The Kordn.
1 3 Ditto.
Tahvancli Nepalaa . . . 1 16 Arabic and Persian.
1 3 Ditto.
1 6 Ditto.
1 2 Arabic, the Kor&n.
1 5 Ditto.
1 5 Ditto.
1 8 Arabic and Persian.
Sbian Pari ..................................................... 1 3 Ditto.
*I^lwandi Moji Wali (under Fazl Ilohi) 1 12 The Koran.
VT .. . . ‘ .'Mr. '1 '1
. . Jii ....jr 'i^ = '■'!??=

Zira.—The following maktabs are mentioned without any further parti­

culars -

Names of towns and yiHages. Number of Numlx>r of

schools. pupils. Subjects taught.

1 16 Koran.
1 4 Urdu.
1 10 Koran & Muhammedan law.
Manclar . . . . . . 1 12 Koran.
M a h a l ..................................................... . 1 8 Ditto.
1 8 Ditto.
Bundala . 1 20 Ditto.
1 4 Ditto.
1 5 Ditto.
Manuwala . . . . . . . 1 6 Kor^n and Persian.

M o g a . —Maulvi Pip Bakhsh in Kukre Kaldn and Maulvi Ilahi Bakhsh in

Dhaleki are mentioned as noteworthy. There is only one maktah mentioned,
and that is at Kukre Kaldn^ under teacher Nizam, with 5 pupils, who
are taught the Koran; the teacher gets no money, but some grain at harvest.
Baniunicdld has a small Gurmukhi school with 5 boys, and a Mahajani school
with the same number of boys; Maduki and Gehal Kaldn have each a Maha«
 ( 131 )
jani school with 12 pupils in each. In the above three schools Mahajani and
Lande arc taught.
Bagiipurana.—'1his Thana has, according to the Police return, 2 maktabs,
1 at Choiidii, under tcachcr Khair Shah, with 11 pupils, and 1 at Chandno, under
Muhammad Ali Khan, with 40; the subjects taught are Urdu and Persian.
There arc eight minor maktabs besides, with 116 pupils- ^^
There are 8 Gurmukhi schools—1 at Mcmokl, with 22 pupils, under Dya
Ram; 1 at Kotld Hailed^ with 7, under Narayen Singh; 1 at Matrdj, with 6,
under Ram Singh; 1 at Chiddh, with 26, under Hira Singh; Sibian, Mdhila
Kalan^ Natluiiodld and Gholia Khurdy with 10, 8, 17 and 20 pupils, under Jai
Parkash, Khuba Singh, Wasawa Singli, and Suhel Singh respectively: Gur­
mukhi, Pothi and Granth are taught
Jalalabad.—Maulvi Jamaluddin and Hakim Kamaluddin are niGntioncd in
this circle. The only maktabs in this return are, at Khuhdyu with ^7, iijt j^mir
with 10, and at Chisti Nathuki with 9 j^upils, under Muhammai Sad|k, J^mal-
uddin and Abdullah respectively, who are all three good Arabic scholaVs, and
teach Arabic grammar and the Koi’dn. They get their food and <k)rnai5 ha^*tcst.
K ot Bhai.—No schools arc mentioned in the villages of this IHianli; only
1 Lande school at Kot Bhai itself, with 24 boys, under tcacher Bholu, who gets"
Rs. 6 per mensem, besides a supply of Ijread from the boys by turns.
Ferozepur Chicle.—Among the nara«s of distinguished Maulvis and Ha-
kifns brought to notice, are found Hakim and Maulvi Mir Muhammad in the
village Araft Hakim and Maulvi Sharafuddin at Kha% Maulvi Shah Muhammad
at Boriwald, Maulvis Ibrahim, Qam^uddin, and Sadaruddin ^t Firutoaki. The
largest Madrasah is at JPiruwala, under Maulvi Qamruddin; it is attached to a
mosque, and has 34 pupils (14 boys and 20 girls) wh6 are taught Arabic. The
teacher has no fixed pay; he gets 2 or 4 maunds grain at hailvest, Re. 1-4 when
a student gets married, and 4 annas at the birth of a child, as also the teachers of
all the other schools in this circle, they being all, exce]^t those \^ho teach Landd,
either Mullas or Qazis. The following list shows the sinaller scftbols :—
Humber Number
Kamw of towns and Tillages. of ot Subjects tautirht.
schools. pnpils.

Rrfwal • 1 2 Arabi,c, the

Koi-ao.
Araf ki . . 1 ' 12 Ditto*
Nizkm wala . . . 1 12 Ditto
PMla . , , 1 4 Ditto.
KMi . , • 2 14 Ditto.
BahadurwaW , . 1 3 Ditto.
BinahwaU . . 1 6 Ditto.
Madelira . 1 8 Ditto.
Phallah , . 1 10 Ditto.
There is 1 Gurmukhi school, witl
fiber KhtCu • 1 8 Ditto. 6 pupils at the village Sandd under
Masbki , . 1 8 Ditto. Faqir Nihal Dass, to whose house it
Katortf . , 1 7 Ditto.
AlmiwaU . 1 6 Ditto. is attached, and who lives on the
Cbakiwal^ . . 1 3 Ditto. charity of the village.
Husamiwalrf . , 1 5 Ditto.
Nozang Kibli . 1 5 Ditto & Urdu ChJiok Sari S a r has a Land6
J i^ li EaUa . 1 3 Ditto.
S ^ e Aiman . 1 3 Ditto. s'chool with 14 pupils, and teacher
Atari . . . 1 2 Persian. Dhamdli, who gets 1 pice a week and
Yrfri Wala . , 1 6 Arp,bic.
Brfzidpwr . 1 1 Ditto.
some bread from each of the boys,
gubah Kabu Cband 1 2 Ditto. who also give himj when their studies
IX(hagKi . . . 1 12 Ditto. are terminated, from Rs. 4 to 5 each.
Sirian Peblwan . 1 3 Ditto,
IiobriwaU . , . 1 3 Ditto.
Allawaltf 1 20 Pitto.
:12 boys
and
8 girls.)
Dliobwid^ 1 6 Ditto.
Sadh SingHwaU 1 3 Urdu&Arabic
Tut • . 1 2 Arabic.
i^bbiwali 1 3 Ditto.
Mahalam 1 14 Ditto.
Ketian Meblo 1 2 Ditto.
Subab XTinnan 1 12 Ditto,
 ( 132 )
Muka.ts4lK.—Mukatsar itself has a small Perso-Arabic sehool attached
to a mosque, under Maulvi Nizamuddin, who is a well-qualified man and
teaches Persian and Arabic to, at present, only 4 pupils. He has a “ Mudfi ”
(Revenue-free) plot of 32 ghumans assigned to him, and gets bread and corn
occasionally. The following are the other schools in this circle :—

Number of Number of
Names of towns and villages. Subjects taught.
schools. pupils.

Budhi M d r ......................................................... 1 8 Persian and Arabic.

1 •• • ••• .«<
Bhagsar . . . . . . . 5 Persian and Urdu.
Bb«ngi\vala . . i 10 Ditto.
1 6 Persian and Arabic.
6 Persian.
Sohniwala . . . . . . . 1 2 Arabic, and the Koran.
Kirpal Ki . . . . . . . 1 5 Ditto.
1 10 Ditto.
Gandar . . . . . 1 3 Ditto.
1 2 Ditto.
OalerAvala . . . . . ' . 1 5 Ditto. ,
Madahar . . . . 1 10 Ditto.
1 £ Ditto.

* There are 3 Gurmukhi schools; 1 at Nihang Jhari with 3,1 at Bha^sfi^

with 3, and the largest at Mukatsar with 10 pupils, attached to the houge of
Gobind Sahai Suthra, who is the teacher. Lande and Gurmukhi a^e mught.
Gobind Sahai gets about 4 annas per month from each boy.

* In this circle one may say that, on an average,boy

1 in each “ Debra” learns Gurmukhi from tie
“ Pphrawala”.
 ( 133 )

KAW ALPm DI D IV IS IO K
RAWAL.PINDI DISTRICT.
6E N E E A L ABSTRACT.

II 03iS “■f "oo

D isiaicT. o2 SS Bemabks.

■g a
B=3 a

Rawalpindi 660 8,771 94 137 2,894 10 383 816 12,142

B/AWalpindi City.™Amongst men who deserve special mention are,—

Maulvis Ahmad Bakhsh and Eaz 1 Ahmad; Sakims Luchman Dass, Karam
Ohaiid, Qazi Muhammad Aman, Sobha Singh, Saudagar Shah and Mathra Dass;
JBhais Sher Singh and Kam Singh ; Faudits Brij Lal^ Lakshiaram, Vishmadatta,
Bhagwan Dass and Bishen Dass.
The Police Eeturns mention the following maktabs and Gurmukhi
schools:—
Maklahi^
No. or pt7pii.s.
tocAHiir. Tbjicheb. SvBJBora. IVOOUB.
Boys. Girls.

Ahmad Wali Mosque . Fazal Shah 2 6

Masjid Fazal . Faqir Shah 1 2 The Koran & Persian.
„ Mian Saifu Mussammat Gohran . 6 10 The KoraA.
„ Khojas . . , Mian Sharaf Dim 2 6
„ Saraiwali . Sfihibii 8 8 »9
Shah Naxavka-mahalla . Qazi Ahraadji . 12 0
Private house . , Fazl Ahmad , 10 0 Arabic and the Koran.
1

Gurmukhi Schools.
Dharamsala Tahal Singli Bharam Singh 0 4 Gnrmnklti.
of Mai >ukhi . Amir Singh 25 0
Bava Nikka . Gurmukh Singh . 6 8 if
Panchayeti Bishen Singh 13 ' 0
Harsa Singh Uttum Singh . 8 0
of Paudits Arjan Singh 9 0
Karam Chand . Bishan Singh 4 0
Mai Toti . Rum Singh 111 0
SirdarNihal Singh Arjan Singh 6 0

A private informant adds a maktab conducted by Maulvi Muhammad Aman

and Haliz Muhammadji teaching tlie Koran, Guiisto, Sekandamama, &c., to
12 pupils.
There are 3 patshalas wader Pandits Lakkhi, Thakurdass and
Bhagwan Dass, with 7, 12, and 4< pupils learning Sanscrit grammar, &c.,
and two Lande schools, 1 with 90 pupils, under Didar Bakhsh^ and 1 with 65
under Miran Bakhsh. The subjects taught are—Sarda unic-tens-hundi’eds,
multiplication table, tables of 1|^, 1^, 2^, 3j, 4^, &c„ B ^ n , l«tter-writing and
“ Hundwi,” The teachers get about Rs. 15 each per mensem, includins:
food, &c.
In the Maioalpindi Cantonments there are 7 maktabs with 154 pupils, the
largest being the one in the Sadr Bazar, attached to a mosque, under Ghulam
Muhammad, who teaches Arabic and Persian, and gets Rs. 6 per mensem. In
the same Bajsar is a small GurmuMii school atfewhed to a Dharamsala under
Amir Singh with 6 pupils.
k 1
 ( 134 )

Eatvalpindi C ircle.—Baba Kliempurijcof the village Kirpa, is a well-knoT^To

Sanscrit and Hindi scholar. Sldpur lias a large maktab attached to a mosque,
Trith SO pupils, tinder Hafiz Karam Bakhsh,, who knows the Koran by heart;
he gets food on every eighth day and a present from lls. 5 to Ils. 6 from each
boy on his finishing the Koran. There are 4 Gurmukhi schools : at Goriikhpur
with 7, at Adijala with 12; Dhala with 8, and Tlrlahi with 70 pupils;
5 Lande schools : Kori with 25, Sidpiir with 30, Kirpa with 20, Oolra with
25, and Dliamyal with 40 boys; and 10 maBctabs : 2 at Adyala. with 30, 1 in
Narcda with 8, 1 in Lolii Bhir with 18, 1 in Jhangi with 10, 1 in Bangrel
with 8, 1 in Bihara with 9, 1 in Shakarpur^an with 25, and 2 in Dahgal with
12 pupils.
Jata li.—At Jatali or Jatal is a good maktab in which Urdu, Persian,
arithmetic, &c., are taught to 50 pupils by JPazl D in; no other maktab is men­
tioned in this circle, but 6 Gurmukhi schoohs, the largest at Sakim, with 83 pupils
(28 girls and 55 boys); at Sid with 62 (32 sgirls and 30 boys) ; Nerali with 22
boys; Kontrila with 14 ( 6 girls and 8 boys) : DoUala mth 44 (24 girls and 20
boys) ; and Kcmet Khalil with 35 boys ; in all of which the Granth and Gurmu-
klii are taught.
Besides the schools mentioned above, tlhere are the following maktabs and
Gurmukhi schools in this circle :—

Maktabs. Gurmukid schools.

Dbok Dhab with 25 pupils.

Baman 25 „
Said (2 schools) „ 30 „
Nacali „8 „ . 1 school with 10 pupils.
Kak » ^ f)
Ealidi (4 schools) ,, 38 „ . ft i> M
Dhung „ 15 „
Kartiyal „ 12 „
Kaikala (2 schools) „ o7 „
Mangot (2schools),, 17 „
Jatal (2 schools) „ 12 „
Darkali Kolan „ 20 „ . 16
^ K^hurd „ 20 „
Gursiyan j, 15 ,,
TV'Ueh'h „ 30 „ .
Khali Khag-g-ai’ „ 15 „
Kuniali 8 „ .
Kaiiet Klialil „ „
Pavtali Kalaa „ 8 „
Qatl>al „ 8 „
Hoshanc' „ 11 „
Murad' Jamil „ 11 „
Jachhi Eahadur „ G
Katyal^ 25 „
Sanhral „ 12 „
Lodi „ 13 „
J:itli ' 2 schools) „ 30 „
Sukljrela Sakhrota „ 30 ,,
Tarkwal . . . .

PiND SuLTANi.~iTct/^jw,5 Eadha Kishcn and Sher Mohamed, 31(xidvis

Ahmad Bin and Kur Abdulla and Bhai Kalyan Singh may be mentioned. The
follow ing ])laces liaA'o Koran, and Perso-Arabic schools in this circle. Domel
witli GOpupils, and t(‘aclier Maulvi Nur Abdulla; Galyal with 40 pupils, under
Maulvi Kur Alimxid ; Nara with 48 under Maulvi Pazl Ahmed; Sigri also with
44, and teacher Mian Nek ; Thatha with:37 pupils,teacher Maulvi Nizamuddin;
Dumal with 23, tca(;her Ahmad Din; anid KImnda with 40, teacher Kugnauth.
Domel ha^ a patshala attach(id to a “ Du;ara,” wliere Bhai Kalyan Singh, Avho is
a good Sansovit sclrolar, teaciies that subjject gratuitously to 10 pupils, and holds
a “ niuaH” of a well from Government.. Tlie same place has a Gurmukhi
Hchool, wlw^fc?tl>e Hnme Bhai as abovx; 'teaches Sanskrit and Gurmukhi to 40 boys,
Siai Thula and Jhund have; each a Gurmukhi school with teachers
 ( 133 )

Thakur Das, Gobiiid, Baba Ghaur 'Das and Bal Kislieiij and pupils 2i, 17,16
and 39, respectively. .
The following maktabs are als^o added by another return ; Tindsultani 3
with 33; Mityal 2 with 50, KahiE 1 with 6, Jaltoal 2 ■with 23, Marwal with 6,
Thatta 1 with 3, KamUpur 1 withi 7, Kasroti 4 with 24, Sial 4 with 25, JBatut
1 with 7, Thatta 3 with 25, Mmigcvhad 1 with 10, and Kot Jachi 1 with 12
pupils.
K a lla r.—Pandit Bhagat Chaj-nd and Maulvis Mohammad Hasan and Mo­
hammad Ahsan are respected mem in this circle. Ten Perso-Arabic schools
are mentioned in this circle,—! at Arazl, attached to a mosque, with 12 pnpils
inder Budruddin, who is a good Arabic scholar, and gets 4 annas per boy a
month; 1 at Duberan, under Pifrnjan Ali witli 25 boys; 2 at Chiiha with 20, 1
at Basandot with 15, 1 at Sohehd.amijfil with 10, 1 at Tahal with 20, 1 at
Kallar ISaiyyadcm with 6, 1 at BJmlkur w'tih 40 and 1 at Iluslmt Badhal with
25 pupils. Ditberan^ Khalsa and jDhamali have Gurmuklii scliools with 19, 35
and 35 pupils respectively.
Hizrtj.—Among the Hakims Dyal and among the Maulvis and Paudits
Muhammadji and Wasakhi Ram niay be mentioned. The largest niaktab in
this circle is at Malak-Malya^ in which Persian and Muhammadan law* are
taught to 40 pupils. Kizrn has a Terso-Arabic school, with 20 pupils, attached
to a mosque; its teacher, Halizulla,, who is a very good Persian scliolar, teaches
gratuitously. The same place has two Dhaimsalas, in which CO and 30 boys are
taught Gurmukhi and Takri by Bbiais Batna and Tulsi ^\lio get their food, and
.a Lando school with 70 pupils, and teacher Ala Baksli, who gets lls. 15
menseiri. A paishala under Pandifc Wasakhi Ram witli 8 pnpils and niaktabs in
Nartopa, Abddl^ Shamsahad and S'aman are added with 32.. 20, 15, and 25
pupils respectively.
PATAHJHANft.—The best knofwn Maulvis, Pandits, and Hakims are,—
Maulvis Ghulam Ghaus Kazi, PazLellahi and Ghulam Yaln^a; Pandit Sukhraj,
and Hakim Mathra Singh,
Fatahjhang itself has a Pcrso-Arabic school with 30 pupils, and a Gurmukhi
school wdth 77 DhiiJc-Meke a Porso-Arabic school, with 60 pupils, all
outsiders, under Mohammad Ghulaini Yaliya, who is considered a distinguished
scholar in those parts. Amongst the subjects taught are,—Arabic grammar,’
logic, philosophy, astronomy, arithimetic, jurisprudence, &c., &c. Tandal has
a school in which the same subjects are tauglit, with 10 pupils. The other
maktabs are Thatti Gvjar with 15,. Dharnal with 10, Kot Fatah Khaii^'iih. 25,
and Balkar with 12 pupils. Fatahyihaug has also a patshala under Sukhraj witli
20 pupils.
R awat.—^This circle has the fcilloAving Madrasas;—
The largest at Manhyala witk 30 pupils, and leather Rukn Alam; 1 at
Sagri with 12, Nahraii witli 10, Tiakhfparl with 8, and at Tanhir Itetyai with
28 pupils ; Mughal 5 with 76 and Takala, with 18 pupils. There are 4 Gur-
muldii schools the largest at attached to a Dharmsala, where Blvai
Chanda Singh teaches 60 pupils gr,-atuitously ; Takhtpari and Nakrali Avith 40
pupils at each p ace and a smaller* one nt Sagri witli 35 boys. Tlie folloAving
maktabs are also said to be in this circle:— Chcni with 17, Jaioa w'ith 10,
Bami v.dth 17, Aioan with 15, Kalri with 17, Jahar-Darwesh with 26, Mari
Danishmandan Ji^ith 22, 3Fal JamaV, with 15, Clilmat with 14, Toj) Kaltjal Avith
14, and iShadi Tffimal 1 with 15 pupils.
SuNGJANi.-^Maktabs: JDherl-^hahan with 22, Shah AUaditta with 20,.
Fidana with ^L5, Sangjaui Avith 4, Jf^eni Avith 15, Jatal Avitli 8, Ghel\
Thebyan Avith 10, and Tatta Khail with 8 pupils. In all these, Urdu, Persian
and Arabic arc taught.
At UsmajB Khatar is a Gurmulkhi scliool Avith 38, aud a Laudc 'oliool Avith
15 pu])ils; at a Giir'inulvlu school Avith 10 and a Lniulc school
Avitli 13 pu])il'^. Savgja)d and Weni Jiavc cach a (»uniiuklii scliool \villi_20
and 0 pa))i|s, rcsi)cctively. Kot Kahjan and Ghcla have also GuFiiiukbi
schools Avitlv^^lO pupils.
 ( 136 )

K a h u t a . — ^ A m o n g ^ilie Maulvis and Bhais, Haulvi Gliiilam Nabi and Bhai

Nihal Singli may be mentioned. The following maktabs and Gummklii schools
are brought to notice
U a k t a b i. G l'B M rK H I SCHOOIS.

op TOWXS AHS T IlL A a S S ,

Number of Number ot Subjects liirOHT.
Number of Nnmber of Subjects taught,
nuiktabs. pupils. schools. pupils.

Kahuta . 35 Persian and the Koran 25 Gvirraakbi.

Ghuha Khalsa 66 jHtto 14 Ditto.
Chawbi . 29 Ditto
Biwar . 54 Ditto
Matur . 18 Ditto 5
Narah . 20 Ditto 14 Ditto.
Balreta . 7 Ditto
Phun . 10 Ditto 10 Ditto.
Sadiwat . Ditto 25 Ditto.
Phagwan 'lO
Sanbal . 10
Kalyal , 12
Asloha . 16
Laii Musalmanan 12
Khalol . _ . 10
Duberan Rajgaa 20
Jewra . 14
Baghar Musalmana 15
Paliar . 10
Kot 13

The village of Thua has a pjltshala tinder Bhai Nihal Singh teaching
Shastri to 14 pupils, Chuha khalsa has also a patshala with 7 pupils.
Attock.—^The largest school in this circle is the Madrasa at Sarwala^
attached to a mosque; Hafiz Ghulam Mohammad, a good Arabic scholar, teaches
30 boys gratuitously. Sajishah and Mansar have Perso-Arabic schools with
11 pupils each, under teachers Bahadur Khan and Abdulla, respectively, who
get Rs. 4-5 per mensem and food and clothing, (rondal has two little schools ;
1 with 6 pupils, in which Arabic is taught, and the other with 7 pupils, in which
Persian is taught. This last place has also a Gurmukhi school with 8 boys
attending, and taught by Earn Ditta, who gets Rs. 1 per mensem, food and
clothing. Attock also has 2 Gurmukhi schools with 8 pupils. The vUlages of
•Malahi Tola (4 schools) Wakner, J>her, JBagh Nilab, Shakardara^ Nurpur,
Jjondif Mulla Mansur^ Mandrota, Pttrmali (2), Mallah (2), Giri have maktabs
with 29, 24, 2, 8,15, 6, 10, 6, 6, 5, 16 and 9 pupils respectively.
G tjjak. K han .—The police returns state that Maulvis Nizam Din, Imam
Din, Mohammad Baksh and Mohammad Hasan, Eakims Nawab Ali and Beli
Ram, also Bhait Amir Singh, Dewa Singh and Jawand Singh, enjoy the highest
respect in this circle. The largest school is at Mahora, under Maulvi Nizam
Din, who teaches Persian and Arabic to 60 pupils. According to the general
custom of the country, he has no fixed salary, but gets his food. The next best
is the Madrasa at Biddna, in charge of Pazl Din, with 50 pupils. The other
smaller ones are as follows:—
Arabic and Berso-Arabic Schools.
Number of Nniriber of
Names of toTsns or villages. Subjects taught.
schools. pupils.

1 16 Arabic and Persian.

Biban 1 8 Ditto.
Karoli I 15 Ditto.
Dulmi 1 30 Ditto.
] 10 Persian.
Rokyali 1 6 Arabic and Persian.
Sipyali 1 10 Ditto.
.Tabar 1 10 Ditto.
Galiui 1 12 Ditto.
Philot 1 20 Ditto.
Daulc 1 10 Ditto.
n Ditto.
----- U— f ..
 ( 137 )

Arhaio and Ferao^Arabic (concluded).

Number of Number of Subjects taught.
Names of towns or villages.
schools. pupils.

Loi Hafiz . Arabic and Persian.

Pity an 30 Arabic.
Darhala 7 Ditto.
Katala 5 Ditto.
Mchri Bersal 6 Ditto.
Mohri Kenril 7 D itto.
Bagyal 80 Ditto.
Chanda go Ditto.
Loi Champa 6 Ditto.
Chakrali . 85 Ditto.
Yalkhalsa . 15 Ditto-
Binam 8 Ditto.
Garni . 13 Ditto.
Nal . 15 Ditto.
Kalyana ^% Ditto.
Marah Saman 20 Ditto.
Bhul. 16 Ditto.
Jundghar . 5 Ditto.
Gujra 12 Ditto.
Charmat Xalan 9 Ditto.
Jund Bilu . 14. Ditto.
Jabar Warnial 37 Ditto.
Sipiali Baghal 16 Ditto.
Dora Bedhal 13 Ditto.
Sohawa Mirasian 18 Ditto.

There are 11 Gurmuklii schools— and BibU with each 15 boys,

JBigam with 6, Berki Bidhal 2 -witli 28, Kazian 1 with 25, Blml 2 with 17,
Bhagpur 2 with 12 and Dora Bedhal 1 with 12 pupils.
Chawantba.—Amongst the names of distinguished Maulvis, Mian Ahmed
of Saroha and Mohammad Shah of Chikri are named; also Bhais Nihal Singh
and Hera Singh. The best, although not the largest, school is the one of Saroha,
attached to a mosque; the teacher, Mian Ahmed, a learned Maulvi with a
college certificate, teaches the following subjects: Arabic Grammar, Logic,
Muhammadan Law, Literature, Jurisprudence, Philosophy, Tafsir, &c. The num­
ber of pupils is 15. Mian Ahmed has no income in cash from his pupils but
held once a muafi.
The following schools belong to this circle :—
Maeiabs. GuBJtuKni Schools.
KAimso> tovirs tjn tixlages. Number of Number of Number of Number of
schools. pnpilB. Enbjects tanftht. seliools. pupils. Subjects taught.

Dhnlyal . 1 22 Arabic Grammar, 1 10 Pothi and Darbar

Logic, Tafs'r, Hadis, Sahib.
Muhammadan Law,
and Literature.
Mandwal 1 20 Ditto ...
Gangan . . . . 1 32 Muhammadan Law, ...
Litei’ature.
Sihal . . . . 2 50 Grammar, Logic.
Chakri . . . . 1 30 Muhammadan Law, 48 Gurmukhi, Darbar and
Literature. Pothi.
Myana Mohra 1 17 Dittx) ...
Dheri . . . « 1 25 Ditto
Balawal. . 1 15 Ditto 20 Ditto.
Dandi 6 njran 1 5 Ditto
Mabinuda 1 7 Ditto .
Bajar . . . . 2 25 Arabic Grammar, "i 30 Ditto.
Jurisfprudence and
Muhammadan Law.
Chban . . . 1 20 Ditto . 1 20 Ditto.
Sangral . . . . ... ... . 1 15 Ditto.
Khalil . . . . 1 25 Ditto.
Gauganwala . 1 25 Ditto.
Kolyan . . . . . 1 17 Ditto.
Chawantra 1 27 Gunuuldii.
Adbwal . . . . .. .
2 Ditto.
. 1 15 Ditto.
Myal . . . . ••• 1 ‘25 Ditto.
Chak Beli Eliaii
Mujabid. = . . "i 12 1 15
Paryal . . . . ... . 1 tU

11
 ( 138 )

PiNDiGHEB.—Maulvis Pazal Ahmed and Moliammad Afzal, as also Bliai

S'lwaii Singh, are mentioned as superior men. Another informant adds the
names of Maulvis Gal Mohammad, Mian Ahmed and Mian Khiirshaid, Pandits
Snkhdyal and Radha Kishen and Bhai Giirda Singh. The host school is at
Kamalyai^ in charge of Kazi Fazal Ahmed; the Police return gives 18 as the
number of pupils; a private informant, however, says 50. The subjects taught
are Arabic Grammar, Urdu, Persian and Arithmetic, the Koran, &c. The
teacher holds 10 ghumaos of rent-free land from the proprietors of the village.
The same private return mentions 5 more maktabs in the above place with 52
pupils, in wliich the same subjects are taught. The following are the other
schools in the Pindigheb circle

M aktabs. Gurmdkiii ScHOOtO.

Names of towns cr Number o f Number o f Number of Number of

vUlages. schools. pupils. Subjecta taught schools, pupils. Subjects taught.

Pindi Gheb 45 Poetry and Mnhdm- 208 I Gvirmulchi.

madan Law.
Gasdftkas 16 D itto 12 : Gurmukhi Mahajani
I and multiplication
Khor 25 The Koran and i tables.
H adis,
Kamalyal 12 D itto 20 Ditto.
Noshera . 16 Ditto
N ikki Kalan 18 D itto
Tut 20 D itto
Tavin 10 Ditto
Ikhlas 33 Arabic . 14 Gurmakhi.
L angryal. 21 Ditto
Kharya . 24 Persian ,
Nauntha . 10 Koran .
Dnnal 10 Ditto
Dhuk Guiar 7 Ditto
Saltwal . 12 Ditto
Mulluwala 3 D itto
Gharibwal 8 Ditto
Dholyan . 7 Ditto
Dandi 7 D itto
Sora 4 Ditto
Sarvaya . 16 D itto
Surgah . 12 D itto
Ckakki . 20 D itto
Nika Ghulam SliaL 22 Ditto
Dhok Dera . 7 Ditto
Tatti Kalra . 4 Ditto
Phei’owali . 6 Ditto
Dhok Malyaran 5 Ditto
Ahmadal 12 Ditto 1

Pindigheb has also a pdtshala which, according to the description in the

Police return, seems to be of a superior kind. Pandit Rada Kishen conveys
instruction in the following subjects to 12 pupils: Sanskrit Grammar, Logic,
Astronomy, Vedant, &c.

H assa n A bdal ,— Maulvi Kdzi and Abdulaziz are named as good Arabic
scholars.
There are 19 maktabs in this circle : Tahda 1 with 18 pupils under
Ubdullaziz, teaching Arabic literature and having a muafi of 4 ghumaos,
Btirhan 2 with 61, ^ e v i 1 with 16, Garhi Afghmian 1 with 15, JBiasan Ahdal
2 with 60, Sultanpnr 1 with 15, Scmun 1 with 7, Wctl 2 with 30, Budliu 1 with
15, Fatsar Jogi 1 with 10, B a i 1 with 15, Fatahulla 1 with 30, Gutaryan 1
with 20, Koyala 2 with 30, and Turmiana^ 1 with 20 pupils. The villages of
Burhariy Hasan Ahdal and K o t Fatah Khan have each one Gurmukhi school
with 32, 54 and 25 pupils respectively.

M a k h a d . —Maulvis Khurshed, Mian Ahmad and Mian Zaman; Hakims

Gauhar Singh and Nonihal Singh are well-known in this circle. There are five
Madrasas at Makhad itself, with 144? pupils fone with 112, one with 35, one
\nth 22, one with 40, and one with 35 pupils). has a Madrasa with 50 and
another with 60 boys, the latter is attached to a mosque, and its teacher Myan
Ahmad, is considered a very learned man. Arabic Grammar, Muhammadan
 ( 139 )
Law «are amongst the sulijects of tuition; lie only gets about B^s. 3 a
month. There are two Gurmul;bi schools; the largest at Maliha:!^ attached to
a Dharmsala with 25 hoys, under teacher Bhai Sookhdyal Singh; the other at
Mehwali with 25 pupils.
Mandra.—Maulvi Kamruddin and Bhai Gulab Singh of Haryal are the
distinguished men. Three niaktahs are brought to notice only in this neighbour­
hood by the police, 1 at Bijinyal with 40, 1 at Kori JDolal with 30, and 1 at
PJmti with 50 pupils; in the first Arabic and the Koran, and in the last two
Urdu, the Kcran, Arithmetic, &c., are the subjects of tuition. Three maktabs
also in Hakim Qhathha with 7, Sosa with 7, Kalyal wilh 20, Baicka with 8,
Bihar with 20, TahJciati with 15, Kameti with 10, Fhata with 20, Nurwajhla
with 15, Khakri with 18, Saug 2 with 45, Kajju with 9, Kurioada Malyaran
with 10, Kurioada Satoan with 8, Dha^'a with 8, Charbial with 7, Ohhari
Bagyal with 7, Chhari Kalyal with 12. and Joryan with 7 pupils. Haryal
and Qhonglirela have small Gurmukhi schools with 30 and 40 pupils, respect­
ively.
M u r e e e . —Maulvis Abdussamad, Chiragh Din and Bhai Bhagwan Singh
are well known. There is only one maktab mentioned here, which is attached to
a mosque, and where Abdulhack, a good Persian and Arabic scholar, teaches
these subjects and arithmetic, &c., to 28 boys, and gets about lls. 12 per men-
seme
---- According to a private return, this school is attended by 80 boys and 10
girls. There are other maktabs in the villages of Arwa?H, Chharan^ Potalh
Dewal, Rawat^ Metht'a, Sayyadcm, Jadatar, Ohichana and. Masut having 10,
10, 20, 20,10,14, 8, 20 and 10 pupils, respectively.

JJst of hidigsnous Schools in the Ratoalpindi District furnished by ike District Officer, which arc
not contained in the Police Rettirns.

U.AKTABS. GUBifUKUI SCHOOX.8.

OP VitiAos os Towk. o O. *o
Cj .2 Subjects. 2 Sabjccts,
s 'l II
: IAI

EAWAtriKDI.

D l i a n t ^ l ........................................ 2 18 Persmn and Arabic . 2 40 Gurmukhi and tluj

Gran oh;
Kotah Kliurd . . . . 1 15 Koran . . . . •I*
Mohri Gharan . . . . 1 10 Ditto . . . .
Mohra Jabar . . . . 1 10 Koran, Gulistan, Bostan,
Sikandar N im a.
Bandah SanghjJl. 1 10 Koi-au . . . .
Patkh . . . . . 1 2-5 Ditto . . . .
1 25 D itto . . . . *..
Dhok Lakkhan . . . . 1 25 Arabic and Persian .
Kalj'am TcH . • . . 1 2 8 Koran and Persian .
Bagalyanah . . . . 1 2 Koran . . . . •••
Kivpal . . . . i 2 Ditto . . . . •«. ...
Kalyam Sajadau 1 6 D itto . . . .
B agga Sagrdl . . . 1 10 Koran and Persian . •e«
B i i n y a l ........................................ S 36 D itto ditto
Chah«£u . . . . . 1 10 Koran . . . .
Eawafc ........................................ i 2 1.5 Koran, Gulistan and Bos­ "i 22 Gnrmukhi, th e
1 tan.
1 Grantband Sukb-
Panj"arn.n........................................ 1 6 Ditto . . . . meni.
SudGans'jil . , . . 1 i IS Koran and Gulistan . .
DhakaUii , . . , . 1 19 Ditto . . . . .
Lohadrah . 1 5 Ditto . . . .
Mohrali Jumali . i ] 3 Ditto . . .
KobfClali Kalau . . . . i. 1 4 Arabic . . . .
j 1 a Ditto . . , * .
K oliam pnr........................................ ' 1 2 Koran . . . . •••
Mera Kalan . . . . 1 8 Sikandar NamiE, Gulistan —
and Bostan.
M a l j i u r ........................................ 1 25 Arabic, Persian and Urdu
1 30 Koran . . . ■ '
K ot T h a i ........................................ .1 8 Ditto . . . .
G orakhpur........................................ 20 Koran, Gulistan and Bos­
i '
tan.
I 1 1
1
 ( 140 )
List of SclooU furniahed hy the District Oficer, which are not contained in the Police 'Returns,-
(continued).

Maktabs. OinSJrDKHI ScHOOIiB.

0. •M
0
KajSB os VltHGB OB Tows. *0 oQ O
g e8
Subjects. II Sa};t}ects.
1 | ; 1- i i

E a ttaw i^ jd i — continued.
Derah . . . . . 1 10 Koran . . . . ...
Shahpur ......................................... 1 6 D itto . . . .
Hafi^lah EaMn . . . . 1 7 D itto . . . . t*. ...
D itto Khurd . . . . 1 8 D itto . . . . ...
Sayadpur ......................................... 1 15 D itto . . . . 1 Panjgranthi and
Granth.
Lomdah M ast^ . . > ■ 1 10 Arabic and Persian . ••• . ..
Ghoerah . . . . 57 Arabic . . . . 2 40 GnrmtiMu.
}Con • . . » . • *** *** 2 35 Ditto.
N u r p u r ........................................ '20 Persian and U rdn . . ••• ...
S a m b l o l ......................................... 1 6 Koran . . . . ••• ...
J a n j ^ l ......................................... 6 D itto . . . . *~
Korf Malyitr^n . . . . 1 7 D itto . . . . •••
Safar , . . . > 1 5 Koran . . . . ••• ...
K h a ta r ja n ........................................ 1 10 Arabic and Persian . ••• ...
T e ' y ^ n ......................................... 1 12 Koran . . • >
K b lj^ a K o t . . . . 1 9 D itto . . . . t*• ...
un . # . • . 1 22 Arabic and Persian •••
Girjd Dhok . . . . 1 20 Koran . . . . •*• ...
Tvotali • . • . • 1 3 Ditto . . . . ...
Sunbal . . . . . i 5 D itto . . . ...
J^pah ......................................... 1 4 Arabic and Persian . ••• ...
B^nyffn JTaanth . . . . 3 Koran . . . . ...
Mobr^ Ami'^ . . . . 1 8 Ditto . . . . ...
Kotbah KaUn . . . . 1 33 Arabic and Persian . ••• ...
iHaxuaic . • . . . 14 Koran . . . . • ••
K ajw il . . . . . 1 8 Ditto . . . . ••• ...
Bamla Kant . . . . 1 6 Ditto . . . . • •• ...
Morg^h . . . • . 1 7 Ditto . . . . • •• ...
K a l y i l ......................................... 1 5 Ditto > . . ••• ...
J a r a i ......................................... 1 4 D itto . . . . • •« ...
Kburtnnah . . . . 1 60 D itto . . . . ••• ...
Tolsoh Hird£ . 1 3 Koi^n . . . . ••• ...
M a l k a h ......................................... 1 8 D itto . r . . • »• ...
Haidar Halim . . . . 1 12 Ditto . . . . ...
ChakCbilu . . 3 Ditto . . . . ...
Qjri KaMn . . . . . 1 20 D itto . . . . ...
Pind Nanshfri . . . . 1 9 Persian and Urdn . *1 6 Gurmnkhi & Japji.
Dbok Sadar . . . . 1 3 Koran . . . •••
P ind P aiyiii . . . 1 2 D itto . . . . ...
Tarnol . . . . . 1 5 D itto . . . . • •• ...
IBandali . . . . . 1 5 Ditto . . . . ...
Dhok kSundar . . . . 1 6 D itto . . . . ...
Sarai Kolab . . . . 1 4 Ditto .' . ...
Do. Kbarbozab, 1 9 Persian and Arabic . ...
C h h p k a r ........................................ 1 6 Koran . . . . ••• ...
Cbuliar Barnitl . . . . 1 15 Koran, Galistan and Bos tan *•# ...
Kattba K^k . . . . 1 4 Koran . . . .
'WlyiCn . . . . . • •• ••• "s GntsnnkU.
Eawat . . . . ••• .•* ••• 1 40 Ditto.
C b a p p a r ......................................... ” ‘i "io D itto ditto , ... ...
Gangal . . . . . 1 7 Koran . . . . ... ...
Jabar Siinab . . . . 1 7 Koran . . . . ... ...
Sfrf Malana . . . . 5 ... ••• ...
Tattab Gandpur . . . . 1 5 D itto . . . . ...
Katarian . . . . . 1 s Ditto . . . . ...
Kbaklcar Kburd . . . . 1 10 Arabic and Persian . ... ...
Bandah ......................................... 1 8 Ditto ditto . ... ...
Cborki ......................................... i 3 Figah and Poetry . ... ...
Dhok Himmat . . . . 1 4 Figab . . . . ...
P i p r a b ......................................... 1 6 Figab and Poetry . ...
Dhori . . . . . 1 8 Koran . . . .
Baggd Sham il . . . . 38 Arabic and Persian . ...
K a r k a n ......................................... 1 25 Ditto ditto
Sangrab . . . , . 1 10 Koran . . . .
M oga ... ... ... ...
Chatrob . . . . . 1 12 Koran . . . .
Sifandu . . . . . 1 12 Ditto . . . .
Gbarbario . . . . . 1 7 Arabic and Persian . is Qurmukln.
Dharwalah . . . . 1 15 Ditto ditto
Dbalyilab 1 10 Ditto ditto ...
Pamtr^r . . . . . 1 9 Urdu and Persian . ... ...
Nogrf. . . . . . 1 1 Persian . . . ..
Harnuh Rad^n^H. 1 2 Persian and Urdu . . .. ...
Tariff K alin . . . . 1 40 Koran and Persian . ...
Jabar Murzil . . . . i 7 Koran and Urdu ...
 ( )
List of Schools furniiked hy the District (Officer, which are not contained in the Volice Retnms,-
(continued).

Gcrmpkhi SCHOOIS,

Najib of Vii.tAOB OB Towsr. *o 0, "S

OtS i
A^ Sulijectfi. Subjects.
s: « IS,
5?; 1 1
|S ■

JJrBBEE.
Musisfri . . . . . 3 24 1 Koratt and Urdu
B h a n , ........................................ 1 3 1 Oitto . . , .
P h a t t i ........................................ 4 •20 i Ditto . . . .
Hokrah Kir . . . . 1 Vy ' Ditto . . . .
Malot . . 1 I'- , D itto . . . .
Raw^t . , . . . 16 Ditto . . . .
S arn ia n d al........................................ 1 14 i D itto . . . .
JMor£ . . . . . 1 1 1 Ditto . . . .
Karoi’ . • • • 1 5 i Ditto . . . .
Kilah Uasand . . . . 1 ' 30 i D itto . . . .
D ailohi................................................ 1 2 , D itto . . . . ...
Salankharo........................................ 16 1 Koran . . . .
Thab Bhar^iu^l . . . . 10 iDitto . . . .
Lokot ........................................ 1 7 ! IDitto . . . .
BajO'ili . . . . . 23 IDitto . . . . ... 1
B o j a h ........................................ 1 12 iD itto . . . .
P h a n t i ........................................ 1 4 I iD itto . . . .
B a i ' h n < t ........................................ 20 1IDitto . . . . 1
B a n d l i i ........................................ 1 5 ! JDitto . . . .
K i h y j C ........................................ 1 16 i IDitto . . . .
Malotw^syrfn^ . . . . 30 I JDitto . . . .
M u ita zi Kii^u . . . . 1 22 i' IDitto . . . . 1 !!!
Patar M a l l ........................................ 1 4 ji IDitto . . . .
» i1IDitto
O s j ' t f h ........................................ 1 . . . .
Ur a ........................................ 1 4 1IDitto
Ban K o y a l ........................................ 1 6 ^ ; IDitto . . . .
S i n d l i j i l ......................................... 1 12 IDitto . . . .
M « d 6 ......................................... 24 IDitto . . . . ...
K otli « . . . . i IDitto . . . .
D a l l a h ......................................... 1 IDitto . . . .
T a t i d k a t ......................................... 1 6 j M om n . . . .
S ^ n m U ........................................ 1 6 ! D)itto . . . .
HiCnkah . . . . . 1 ^ i D^itto . . . . ...
Barih^ , . . • . 1 13 I))itto 1 ...
Alokas . • • • • 1 D)itto . . . . i ...
M v k a r & i ......................................... 30 1■D^itto . . . . ... j1 ^^^
K o t l i ......................................... 1 IS i1DHtto , .
Giioi . . . . . 1 10 DHtto . . . .
Davy< GftU . . . 8 DMtto . . . .
KhambramiCl . . . . 1$ DHtto . . . .
Dhilah . . . . . 1 10 DHtto . . . .
P h a g w ii r f .................................................... 1 8 DHtto . . . .
Sahnah .................................................... 1 8 DHtto . . . .
Ghoti • • . • • 1 10 Diitto . . . .
Kaki-i . . . . . 1 4 DHtto . . . .
Tat'fs^i . • • • 1 6 i DHtto . . . .
Sanmli • • • . . 1 9 1D iitto . . . t
Ghcrtuh GaU . . . . ! 1 6 DHtto . . . .
M a n g a l .................................................... 6 Diitto . . . . ...
S atibalbrfh ..................................................... 4 Diitto . . . .
Siyan . . . • 2 9 Diitto . . . .
Ghorali . . . . . i 1 8 1Diitto . . , . ...

T ahsii . F atahjaso —

QatviCI . . . . 1 12 Peirsiaii and Arabic

Y ithar . . . . • ... » *• .... 1 is
Att«(r . . . . 1 o Dittto . . . .
3lalluk(El . . . . 1 12 Dittto ...
Harn.rfnwjCM 1 Dittto .
11 1 20
i 13
GheWkaWn . . . . 1 1 15 Dittto . . . .
K a r a r .................................................... 1 i 20 Dittto . . . , 1i ... 1
SarobS . . 1 DiUto . . . .;‘ 2' 'iG
Tatvil Khim l i 1 1 12 Dittto . , 1»•
Cliiik Anivrf.l 1 20 Dittto . . • . j ... .. .
.Jhaiipi Daiuj 2 28 Dittto . . . .
DhandhfC 1 22 Dittto . . . . ...
Tlinla KaMn 1 10 Dittto . ' . . ...
K o t ........................................ 1 60 Dittto . . . . 1 (JO
ParyStl . . . . 1 10 Dittto . . . . •I. ... '{
CUawat ». ► • »»
Dhom«fl . . . . *•»« ... ... 1 15
Jlijlnap......................................... 1 i'2.5 Dittto . . . . 1 15
Ladiyrfn . . . .: 1 22 Dittto . . . . ...

m l
 ( li2 •)

■— - ---------------- ----------
KTAIiS, liruMVKiir Schools.

1
Name of Village or Town. 'N'amc ot Teacher, 4 2 1 i
a, Subjects, (JO 1 Sulyccts.
'o 0
c 6
y. 2; y. I _ ...... _

T a h s il A t t a k —
Ilazm . (T>9 Arabic and Persia . 1 9 Sanscrit.
]\lus^ , .
32 Ditto j ...
(Jlia u r G h an i 15 1 Ditto
Kalii Kliurd. 11 Ditto .
Jalula . 10 Ditto ... ...
Desa . . . 20 Ditto ...

T a h s il P i n d i G d e b -
SaiuH . 16 Ditto
Nalbad. 35 j Ditto
IlaDjL'U . 1
30 Ditto . •••
Lasbal . 8 Ditto . 2 10 Panjgran-
thi and
Granth.
P indi Sarhai. 40 Ditto . ••• ...
Tharvdlali 10 Ditto , •••
Farozdata 6 Ditto
Jabah . 7 Ditto .
Chaniat. . 10 Ditto
U eliliii . 9 Ditto
Losdrul 12 Koran .
Cliliapri 7 Ditto

T ahsil Gr.TAE K h ak -
ChavwjCitfCl . 45 Ditto .
Chanfiabagj’^l 38 Ditto ,
Kovi DaljU . •.. “ 1 15 Ditto.
J^tli . . 20 Koran . , 2 24 Gurmukhi
and the
Granth.
Giijar Khrfn . ••.
Bliatali Molyrfr ”20 Koran and Persian
Jlltivah Sbainas 20 Koran. .
]«j-ol . . 16 Ditto
H ichj ari Dalai 16 Koran .
Jand Melu . 14 Ditto ” 1 16 Ditto.
Jand Naj^r . 15 D itto . . . ...
Kurt^U "1 “e D itto.
Kantrila . 7 D itto . 1 8 Ditto.
Mastalah . 10 D itto .
Dewi . 10 Ditto
Hartal . ........... "1 ”io
Natali Gujar Mall 12 Koran .
P a n jto l, , 30 Ditto .
Danahat . ... ••• t»» «•. *"i "10 Ditto.

T ah sii , K ahutah —

Bivar . Bakhsb Ma­ 54 Koran and Persian. ... ...

homed and
Meet H u s­
ain.
Theha . Kit^l S in gh . ........... 1 14 Religious
books.
J)isliendatr . Lakhan Singh •t• ••• « 1 25
E am a li . Ram S in g h . ... ••• ... 1 40 Ditto.
K a it h o l. ’ 10 Ditto . ...
Saliigran 9 Arabic . ... ...
Sap vail U m a r K h a n 6 Koran . ...
K a o d ja r i 4 Ditto . . . i
SiHia , 12 Ditto . . . j
N ahesar 8 Ditto . , . 1 ...
Tholta . 56 Ditto . . . ; ...
B edha . 12 D itto . . . j ...
U sm anpur 8 Ditto . . . 1 ...
Saugaryau . 12 Ditto ...
3Iivah S agal . 20 Ditto ...
C baiior . 12 Ditto . . . ; ... •••
B alb iir . •t« ••• .*« 1 8 Gurmukhi.
P iiid B ibu ” '8 Koran .
Sihar . . ^ ^ 5 D itto .
N alah iMusalmaiian 8 Ditto .
K am ’ tiab Iviiyal 18 Ai’abic and Persian. ••• I1
l)itt o 7 Koran .
G iddnr K a llab 3 Ditto ... ... 1
 ( 143 )

M a k t ib s . fi O H M O K U ! .SCU0()I.^.

1
Nams of Villflgc or Town. 'Xamc of Tcaebci". 5 19
SuliJCL'ts. ri
o c “o
y. 1
O

TaHSIL K a h u t a i i — cuntinucd.

M u n ya d a h . . . . ! 1 15 Aral^ic and Persian

DarkiiU JIaiiiun . 1 2 J5 ! K oran . i
T a v ja l . . .SO : D itto .
Derail K lialsali ::: | 4 20 D itto .
Saki'uiiali . . • • i 1 25 D itto
Altive;^ata,h M a g r a l. 1 1 12 1 D itto
K a n olia . . . , 1 15 D itto
Sada K a nial . . . . 1 1 16 D itto .
S a m o t ........................................... • 1 25 D itto
Chak llir z a u 1 11 D itto .
Sodlia . . . • . 1 26 Ditto
K a la r Badlial 1 16 D itto
3ilan"lorali : . . . 1 24 D itto
D arkali N ii Shalu . 1 17 D itto
P h id ora h . . . . 1 14 K orfui .
Maregaluh H y a l . 1 14 i A ra bic and Persia;)
K a la r K lia s . . . . 1 18 i A rjibic .
• G u f f ........................................... 1 U i D itto
Luni . . . . . 1 7 D itto
T otah ........................................... 1 5 A ra bic and P ersian
B oliratcya . . . . 1 9 D itto .
K a ith a l H om e 8 D itto .
S\ilv^ . . . . . 4 1A ra bic and K oran
B in ja r ........................................... 1 10 1 D itto .
K a lilh a . . . . . 1 6 1 D itto .
S a f ............................................ 1 6 i A ra b ic .
Phakl i i . . . . . i 1 4 D itto
K alarah 1 1 2 D itto
Batalah . . . . 1 1 8 D itto
Ivam K o t . . . . 7 ; A ra bic .
B hangan . . . . i 1 4 : D itto
i
 ( 144 )

E A W A L P I K D I D IV IS IO N .
SHAHPUR, DISTEICT.
GENERAL ABSTRACT.

1 No. of No, of Ko. of Tof,-)! No. of T o u l

District. No. of No. ot StuiECrit and No, of Gurmvkhl, Uo. ot Lande nod No, of Indicciious No. of
maktabs. pupili.. Vajjrl pupiU. pupils. Mnht^nni pupiU,
schools. uUool», 1 pnpllil.
• ichools. scboolsi.

11 1
Shahpnr 435 5,385 28 460 63 1,249 14 286 540 1 7^83
1 , 1

StiAHPTjR.—Among. Gliulam Mui*tezd^ holds a distingmslicd

place at Biehal; he is an authorUj^ on religious matters in tliis village.
There are two largQ maktabs at Shahpur and Birhal in, this circle, both
attached to mosques,, in which Mian Qdim Din and Maulvi Ghulam Murtezd
teach the Koran in the first, and the Koran and Muhammadan law in the se­
cond maktab,^ to* 55 and 50 pupils respectively. The former takes some bread as
a stipend, and the latter teaches gratuitously. j
The number of Gurmukhi schools is 2, one at iShahpur and the other at
Bhakkar, both attached to Dharmsalas, in which Bhai Asdrdm, disciple of
Bhai Ram Kishfen and ^ a i Kishen Singh, teach Gurmukhi to 28 and 25
pupils respectively. They are supplied with, bread.
NtJRPTJE.—Among the names of. distinguished Maulvis^ BhaiSy and Pandits
brought to notice, are found those of Maulvi Ghulam Ali, son of Mian Ka^sd
Muhammad, and Maulvi Qdim Din, son of Patah Din; Bliai Gharib Das,^ dis­
ciple of Bhai Ralia Eam Maha,nt, Bhai Sobhd Bam, disciple of Bhai Atmd
Kdm, and Bhai Vishan Dds, disciple of Khem Chand, and Pandit Girdhdri
lldm, at Niu*pur, Bliai Lakshmi Dds, disciple of Bhai Balid Bam, at Bangpur,
Ghulam Husain, son of Muhammad Ydi*, atPilo Des, Jana, son at Fakir Paoli
at Buland, and Sultan, son of Kalu Paoli at Kawan Sagii.
The largest maktab at Nurpur is attached to the private house of the
teacher Maulvi Ghulam Ali, son of Midn Raza Muhammad, of Ndrpur, who
teaches the Koran to 25 pupils. He teaches gratuitously.
.The following are the smaller maktabs in this circle:—
1st—Nurpur, with 47 pupUs being iJistrneted in the Korap.
2nd—Buland „ 12,„
?rd— Pilo Des „ lO„ „
4th— Nawaii Sagu

Niii-pur has 1 patshak attached to the private housp of the teacher,

where Pandit Girdh^iri Bdm teaches gratuitously Sanscrit grammar to 10
pupils.
The largest Gurmukhi school in this circle is the one at N6rpiu*, attached
to the Dharmsala of Jagta, in which Bhai Gharib Das, disciple of Bhai llalia
Bam Mohant. teaches gratuitously Gurmukhi to 28 pupils. There are two
smaller Gurmukhi schools also mentioned, one under Sobha Bam.with 24 pupils
and the other under Vishen Das with 15' pupils. Another Gurmukhi school is
at Bangpur with 15 pupils.
Nurpur has also a Mahajani school, attended by 20 pupils, being taught
in Landc by Pandit Girdhiri Bam. He teaches gratuitously, but takes what
is oifercd.
M ata. Tiv/ anA.—The Police return states that Maulvi Qdzi Shaikh Ahmad,
his son Fazal Ahmad, and Maulvi Wali Muhammad at MatA Tiwan^, and Mi^n
 ( 145 )

Sliaraf Din afWdrcMli, Maulvi Ghulam Muliiuddin at TJtrd, are best known
in this circlc.
The largest maktabs in tliis circle arc: 3 at Mata Tiwdnii, 1 at W^rchhd,
and 1 at Utrah. Tlio first 3 are attached to mosques, in which Manlvi
Wall Muhammad, Qazi Shaikh Ahmady with his son Eazal Ahmad, and Faiz
Ahmad tcacli tlio Koran, Muliammadan law, Syntax, Prosody, and T^fsir,
to 15,10 and 10 pujnls, respectively. Their income is not fixed; some give
presents on marriage occasions and bread every Thursday. The fourth is
attached to the mosque of Mian Sharf Din, in which Mian Sharf Din teaches
gratuitously the Koran to 10 pupils, The fifth is attached to the Khdm,
mosque, r.ttcnded with 15 pupils, whom Ghulam Mohiuddin teaches the' Koran
and derives'liis income in the same way as the first three.
There are 5 lar^e Gurmukhi schools, 3 at Matdna Tiwdna, of which 1 is
attaclied to tlie Dharmsala Kalan, attended by 60 pupils, viz., 26 under Bhai
Vaisakhi, and 35 under Bhai Sant Sing, being taught in Gurmukhi The
tcachep’ income is not fixed, but people give what they please, when any
pupil finishes his studies. The second and third ones are attached to the Dharm-
salas of Kalian Singh and Mehr Singh, with 5 and 10 pupils. Under Bhai Lachh-
man Pds and Hazur Singh; the fourth and fifth are attached to the Dharmsalas
Kalan and of lulla, in which 20 and 8 pupils are being taught by Amar
Singh and Cham Singh. Gurmukhi only is taught in all these schools, and
the teachers iiare no certain income except what is presented to them from time
to time.
Mat4 Tiwdnd has one Mabajani school, with 9 pupils, \mder TJttam Arord
who teaches Lande gratuitously. *

A great,number of Musulmans have' left this neighbourhood on account

of scanty rains, aftid ^na^-elsewhere for labour, hence the number of pupils
attendmg, Schools is. very "small; otherwise the schools under Qazi Ahniad
Pazl Ahm^d, and his son, and Maulvi Wali Muhammad of Matd Tiwdni are
most remarkable. - ' . ' . '
H adli.—Ghulam Ydsin is mentioned as a superior Hakim.

IT Sangr&l, Kattd Suzrdl, Wdhir^ Jihhi md.

attached to mosques, with 14, 16, 12,42 and 21 pupils, under Ahmad
Dm Barkhurdar and Paqir MuhammatT, Fazl Karim, Ghuldm Nabi, and Karim
^ ^ s h , and Banauddm Sultdn, who teach Arabic, and get food and clothing

Jibbi has 2 Gurmukhi schools attached to the Dharmsalas, in which Bdwd

Lacbman Das and Bhai Mangal Singb t^ch Gurmukhi to 58 (24 girls and 34
boys) and 13 pupils, respectively, and get daily bread from each pupil,
Kattd 1ms one Mahajani school, with 8 pupfls, under Shankar D^s who
teaches 1/ande. *

KmiSHAB.^Among Maulvis, Ghuldm Nabi bolds a distinguished place.

a mosque in which Ghuldm Nabi

pu pfr^ ^ gratuitously. There is also another maktab

The following are the other maktabs in this circle

Nos. 1 & 2 at Hamolia,with 40 pupils, being instructed ia the Koran.
No. 3 Muhibpur, „ 20
4 „ Meli Miannur, „ 17 ,, ”
5 „ Tatti Keza,
» 6 „ Joya, ''10
« 7 „ Joiah, 14,
» 8 „ Kotlab, „ 14
« 9 „ Biwal U
y, 10 „D h a k „ 32
Kos.11,12&13„ Rdjar, ^ 12
» 1^1 „ Nurdaoa „ 15

nl
 ( 146 )

There are Gurmukhi schools at Khushdh Ilcmokd, Joyd and Mdjar attended
by 25, 17, 12 and 14i pupils.
M a t a L a k .— The best Hakim and Maulvi is Mian Din Muhammad in
this circle He is well up in medicine and has a sound khowledge of teaching;
15 or 16 Hajizes are sent out yearly from his school, where he instructs about
25 pupils in the Koran, Pei*sian and Urdu.
N AUSHEHRA.~The best known Hakims are Mian Rajab at W alid ir, and
B a jk o r Brahm an at Naushehi’a.

There are 7 maktabs :—at TJclihala^ attached, to the house of Alah Yar,
Lambardar; at attached to the house of Fatah Khan, Lambardar ; Uohrar^
attached to the house of Bhim Sain; at Saihral, attached to the mosque of Mian
Muhammad; at Kafri, attached to the mosque of Ghuiam Muhiuddin; at Kurriy
attached to the village mosque; and at Angha, attached to the mosque of Baha-
uddin Lambarddr; in which Kdsim Shdh Saiyad, Sadarang, Bhimsam, Ruk-
nuddin, Ghuiam Muhiuddin I, Qamruddin and GhuMm Muhiuddin II, teach
Persian and Urdu in the first two maktabs, and Arabic in the rest, to 8,8,8,31,
32, 30 and 25 pupils, respectively. The second teacher gets Us. 5 and the third
Rs. 4 per mensem, and the rest teach gratuitously.
There are 5 Gurmukhi schools at Naushehrd, Khakkh MarHwal^ Angd
and Kqfri, attached to the Dharmsalas in which Santokh Singh, Bawd Gulab
Singh, Bawa Nand Parkash, Bhai Hari Singh and Anokha, teach Gurmukhi to
20, 6, 14, 24 and 15 pupils, respectively, without taking any pay.
The Police return states that the Gurmukhi instruction at Naushehrd, and
the Arabic at Knrri are first-rate *, but that Persian is nowhere well taught
in this circle.
B e h b a .—The names of Hakims Shaikh Ahmad, Fazal Ahmad, Khuda
Bakhsh, Hiwan Duni Chand, and Parab Dial; Maulvis Ghuiam Rasul, Amir
Husain ; Pandits Bhagwan Das, Parab Dial, Shiva Narain, Karam Chand, Jagan-
Nath, Ram Narain and Shankar Das; and Bhais Juala Singh, Sukha Singh, and
Bhai Kesho Das of Bhera, deserve to be mentioned.
There are 6 maktabs in this circle : four at Bhera, one attached to the
mosque of Gondewala ; the other attached to the mosque of Hafiz Mardan; the
third attached to the private house of Uttam Singh; and the fourth attached to
the mosque of Parachhanwali; one at Gondpur, attached to the village mosque
in which Shamsuddin, Sharfuddin, Gulab Rai, Ghuiam Rasul and Pazal Din
teach, in the first two'maktabs, the Koran, Muhammadan law, and Persian ; in
the third Persian, Urdu, Hindi and Sarafi; in the fourth, Muhammadan law,
Hadis, Syntax and Prosody ; and in the fifth, only the Koran to 35, 10, 25, 12
and 16 pupils, respectively. The first 3 teachers get Rs. 1 each in cash monthly,
and the fourth and fifth have no income from their sohools.
There are 4 patshalas at Behra : 1st at Muhalla Gusayanwala, attached to
a private house; 2nd at Muhalla Chuharyan, attached to the temple of Sukha
Missar; 3rd at Muhalla Sanhawala, attached to the house of Ratan Singh,
Native Doctor; and 4th at Behra, attached to the Dharmsala of Bhai Ram Rat­
tan ; the last named has at present no pupils in attendance as it has only been
started in August 1882 (the teachers will be supported from subscriptions raised
amongst the Hindus of the town) in which 15, 12, and 10 puj^ils are being
taught by Sliankar Das, Shiva Narain and Jagan Nath; in the first. Gram­
mar Durga Path, Shigr JBodhy and Veda are instructed; in the second. Grammar
and six Shastras and Sarasut Chandrika; in the third, Grammar, and Astrology,
The teachers get no fixed income.
A private informant gives the following list of Sanscrit schools in this
district :—
N o. 1, at B kiira , UDflcf M othra Das, with 15 pupils learning H indi and Sanscrit.
No. 2< ,, jy Gi ;iii\ Stnitj ,, 50 „ „
No. 3 ,, ,, ,, l^rabhu Dial „ 40 ,, „
 ( 147 )
No. 4, at Behua, under Balu Badho>, with 30 pnpils learning Hindi and Sanscrit.
No. 5„ „ „ Soharan Strut, „ 30 „ „
No, 6„ „ „ Maya Das „ 14. „ „
No. 7 „ „ „ Jhan-i 20 „„ „
No. 8„ „ „ Kushinam „ 10 „ „„
N o. 9,, „ jf aiddiit ^ ,, J 2 j, ,,
I'io, 10 ,, „ ff Gulub Kiii lo ,f fp.

There are four Gurmuklii scliools :—at Belira, attached to the Dharmsala
of Bawa Juala Singh; ixt Ackroiiy Go>ndpur, and Hafizabad^ attached to the
Dharmsalas ; in which 10, 20, 25 and 10 pupils are being taught by Bava Juala
Singh Bedi, Bhai Sota Singh, Bhai Sota Singh 2nd, and Gurdit Singh, res­
pectively.
The subjects taught in the first school are Gurmuklii, Japji and
Suhhmaniy &c., and in the rest only Gurmukhi. The first and fourth teachers
receive no pay, but the second and third get Es. 1 each in kind monthly.
Bchra has 2 Mahajani schools with 35 and 12 pupils, under Kesho Das and
Ilakim Parab Dial, In the first Lande and Sanscrit is taught, and in the second
Persian and 8arafi Lande ; the former gets E,e. 1 in kind monthly, and the latter
gets nothing.
M iani,—Among the names of distinguished Hakims and Pandits, are found
that of Hasan Din, Khuda Bakhsh, Ghulam Dastgir and Mian Nur Husain,
Pandit Ladhd Ptam and Pandit Kashi Ram..
There are three maktabs at 3Ha7ii, attaclied to mosques, one at Kotli Subhan
attached to a mausoleum (Jtozah), and the 5th at Chak Dadan^ attached to a
mosque; tliey are attended by 110,, 50 and 20 pupils respectively, in which
Ghulam Dastgir, Hafiz Sultan, Mian Nur Hasan, Mohkam Din and Alim Din,
teach Arabic and Persian in the first and the Koran in the rest, without getting
from the schools any income.
Midni has two patshalas with 10 and 15 pupils, tinder Pandit Kashi Ram
and Thdkur D^is, who teach in the first Grammar, Shigr Bodli ajid Astrology^
and in the second, Grammar, Gariir, Magh and Katik, Tvlthout any income.
Tlie Gurmukhi schools are 3; viz., 2 at JBadsJiapiir and 1 at Kanja; the first
is attached to a Dharmsala, the second and third to shops, in which Shan­
kar Das, Tiiakur Das and Pandit Atma Ram teach gratuitously Gurmukhi and
Lande in the first two schools and only Gurmukhi in the third, to 20, 23 and
25 pupils, respectively.
Midni has one Mahajani school with 35 pupils, who are taught in Gurmukhi
and Lande, by Maya Das Ojha, gratuitously.
Chak R am Das.^—The Police return states that Hakim Ojha Devi Das of
Chak Ram Das, who is a good scholar in Gurmukhi, Sanscrit and Lande, Maulvi
Mian Gul Ahmad, who is distinguished for his knowledge of Arabic and Persian,
and Karm Bakhsh, who is well up in Arabic and medicine, enjoy the highest
reputation in this circle.
There are 3 maktabs in this circle; 1 at Chnk Ram Bas, 1 at Chaioah, and 1
at Sada Kamboli, attached to mosques, in which Mian Gul Ahmad, Karm
Bakhsh and Mian Roshan teach Arabic and Persian to 12, 12 and IG pupils
respectively. No fixed income is received by the teachers but they take presents.
Chak Ram Das has one patshala attached to a private house in whicli
25 pupils are being taught in the Shastras, Gurmukhi and Lande, by Ojha Devi
Das, who takes what people are pleased to offer him Some give Rs. 5, 10 or
15, when they finish their studies.
Jiiaw art4.“ Pandit Hukam Chand and Maul ' h in Muhammad at
warya. Pandit ilakim Raiand Hakim Ruku H a j a m a l ' Bahai; Khan, Hakim
Bhai Lorindra Ram at Chak Musa, and Ilakim Sadhu Ram at Gagwal, and
Maulvi Mian Muhammad Khalil arc mentioned as superior men.
 ( 148 )

The largest maktab in this circle is at Bharat, in which Haulvi Muhammad

Khalil teaches Arabic and Persian, on lls. 4 per mensem, in kind, to 14 pupils.
The following smaller maktabs are mentioned also in this circle:—
Nos. 1 and 2 at Kah'a, with 16 pupils learning' Arabic and Persian.
Nos. 3 ,4 and 5 „ Kot Bahai
Babai Khan, 48 „ „ Tlie Koran.
No. 6 Jawarja,
„ Jawarja, ,,}) 15
15 „ „}
> Arabic and Persian.
Nos. 7 and 8 „ KotKot Karau,
Karau, »» 12 12 „ „Si The Koran.
No. 9 Kadalhti, )> 7
No. 10 Kotti Awan, » 5
No. 11 Khurshed, j} 15
Nos. 12 and i Ghaghwai, )> 28
No. H Khanjar, t) 6 ff
No. 15 Khuajabad, 10 it

Jhawarya has a large Gurmukhi school attached to the Dharmsala, in

which Bhai Sant Ram and Bhai Ratan (blind) teach at lls. 2 per mensem in
money and kind, (Jurmukhi to 30 pupils. The small Gurmukhi schools in tliis
circle, are as under:—
No. 1, at Chak Muea, with 25 pupils learning'Gurmukhi.
„ Kah’ah, „ 10 „ „ „
,, 3, „ Kot Bahai Khan 6 „ „ „
i) « Kadlahti ,, 5 ,, ,, „

As there is no Mahajani school inthis circle,the Hindus teach their sons

in their shops themselves. The Hindus of Jhawarya and Chak Musa are
very fond of learning Lande character, besides Gurmukhi. Many SdJizeSj who
are blind in this circle, and live in the mosques, teach the Koran'by rote.
There is no p&tshala in this cirle.
Kot Momin.—There are 4> maktabs in this circle : maktab No. 1 at Soi
M(min is attached to the mosque of Maulyi Muhammad Sadiq, in which All
Muhammad teaches 24 pupils gratuitously in the Koran; No. 2 Kot Kala is
attached to a private house, in which Faiz Muhammad teaches Arabic and
P e r s i a n gratuitously to 12 pupils. The maktabs Nos. 3 4 Takvrnam^
are attached to the village mosques, with 10 and 25 pupils, under Ghuldm
Nabi (2nd teacher’s name is not mentioned in the Police return), who teach
Persian and the Koran; the former gets Rs. 5 per month.
The Gurmnkhi schools are 2 in number: one at Bdm and the
other at Jalalpur, the first attached to a private house and the second to a
Dharmsala; in which Thdkur Dds and Charan Dds teach Gurmukhi and Lande
in the former, and only Gurmukhi in the latter, to 20 and 12 pupils
respectively, without having any income from the schools.
S a h i w a l .—^Hakim Abdul Karim, Baid Amir Chand, Maulvi Guldm
Mustafa, and Pandit Sawan are well known in this circle. The maktabs men­
tioned in this circle are 8 :—at Dinpur, Betri, Kot Gul, two at G-aroti Kaweli^
NathoM, Derdh, and Sandwi all attached to mosques except the last one,
which is attached to a private house in which Fatah Darya, Mian Muhammad,
Ghuldm Muhiuddin, Abdulali, Sharf Din, FazI Din, Ghulam Muhammad and
Hafiz Karim Bakhsh, teach gratuitously the Koran, Persian and Arabic and
Muhammadan law, to 27, 15, 7, 12, 30, 30, 13, and 20 pupils, respectively.
Farokha has one pdtshala, with 40 pupils, under Pandit Rdmkishen,
who teaches gratuitously the Shastras and Hindi.
The 7 Gurmukhi schools are three at Sahiwel, one at Garot, one at Farokha,
one at Derah and one TFajha, all attached to Dharmsalas, in which Bhai Jhan-
daram, Bhai Kanhaiyaram, Baba Gobindram, Bhai Gian Singh, Bhai Mata
Singh, Baba Sain Das, and Ba^m Karm Das, teach gratuitously Gurmukhi to
60, 6, 30, 20, 10, 15, 20 pupils, respectively.
Parokha has also a Mahajani school, attended by 26 pupils, imder Khalld,
who teaches Hindi and Lande characters to 26 pupils. His pay is not fixied.
 ( 149 )
^Fadit.—Mniilvi Ali Malumi’iiad, Pandit S]iii> Dial, and ILiikim Fazluduiri
may be ri'lcnx'd to as the men sMj)i>()sed to ho most euiincsit.
Tliei‘0 an.' niaktab.s:—at Madh, Gumm^ and Nawa'itkoi', tlict iir: t mid llu'
tliird arc nltaclu d to inosqiu's, nm\ t})(‘ swoiul to a priviite iiou.s<‘, in u hicii
5, 11 and 7 j)U[)il!5 an* l)ei)i;”' tau^fht; in the iii*st maktab Arabic and P' rsimi.
and in tite 2nd and 3s'd only i^Tsian ])v ]\laulvi. Ali Miiliamniad, ]\] uharinujui
Ivlian and llasan Muhammad, rospoctively. Tlic 1st and tlu; 3i'd t('a('li(‘i >
rccL'ivc eacli Ps. 1<})er inenseni in kind, and the second lis. 5 in kind.
Th<‘re av<‘ 2 Gurnriiikhi schools at Tallit Ila^ara 2Lm\ , vA\riv\\i‘d
to the Dlinnnsala with 15 and 18 pupils, und<'r Nanak iSingh and Siicr Sinirli
who teacli (jurmnklii, and receive in kind 11s. 2 and 3 per mciis(>ni.
Madh has one Mahajani school; with 25 pupils, und('r Lakhmidas Paiuliia,
w])0 t<'aeli('s Lande, and jjets lls. 2 per mensem in casli,
N » ic .— Tiu‘ {(tilowiiij; list siio'ws :jS3 scliools !Ui<l 4,o;M) pupils more than in t>ie General Aii.sUvt'jfc of i ’.irt
I I I ; it w'l.s received, iit the lust juoiiK'nt when tho Absttuct was already printtcl.off.

EXTRA LIST.
The district return adds the following schools -
B h e h a . - —M aktabs, 19 at JBhera w ith 200 p u p ils, 1 in Alijmr with 12, 2 iu
Jlijka w ith 20, 1 in Zairqmr w ith 8 , 1 in Gaga with 8, 1 in ( hliat witli 8, 1 in
Sh<uklinpnrss:\\X\h, 1 in Dulian w ith 20, in Faiatigarh with. S \ Mahajaiii seliooJ,
1 in Duhmi Avith 10 pupils.
Miani.—]\Iaktabs, 1 in Gmoandpur with 80, CJiak Saida 2 witii 20, Kolj/-
itvpttr 2 witli 27, Kales 2 with 14, Dhili 1 with 8, Koili Gul BtahamhuKl 1
with 9, Banna Miammla 1 'with 5, Bimrai 1 Avith 6, IHnd llahhn 'S/mu 1 w illi
22, Kot Mukarram 1 with 5, Burj 1 with 3, Ghoghgat H with 10, NuhUufi 1
with 8, Raipur 1 witli 6, Chillar l with 5, Achran 1 wdth 10, 'Jhm.ihwpitr I
with 6, JOulian 1 -with 20, JIazurpur 2 with 15, A wan 1 with 7, Wajki 1 wiv'n
10, Wairidwal 1 with 20, Kot Sanhlawmla 1 with 10, Jnmnwai 1 with, h,
Find Makku 1 with 10, Khazar 1 with 7, Mona 1 witli 6, Taklmuhil 1 witli 10,
Sngh 2 with 13, Koi Ahmad Khan i wath 3 ; Mahajani school 1 at Miani with
30 pupils, 1 in Gawandptir with 32.
Khushab.—Maktabs, 15 at Khushah with 182 pupils, Kirpalka 2 with 15,
Muhammad Shah 2 with 9, Jalalpur 1 with 6, Tihba Kay am Din 1 wit is i,
Meli Pir Bakhsh 2 with 20, Shaikwal X with 4, and Narni JFali 2 with 6; Ma­
hajani school at Khushah with 25 and in Joya with 6 ; a Gurmukhi school ii?
Ramuka with 17, and 2 patshalas at Khushab wdth 24 pupils.
S a h i w a l .—Maktabs, 13 at Sahiwal w ith 210 p u p ils, 2 in Lakkhiwal w ith
34, 2 in Dhut Kadhewali w ith 24, JDinpur 1 w ith 26, Bhalliivala 1 w ith J2,
Tatti Shahani 2 w'ith 30, JSandici 1 w ith 14, Kela 1 w ith 10, Tatti Umai 1
w ith 10, Bura 1 with 12, Taiti Yarti l w ith 7, JPola 1 w ith 32, BadHunm 1
wdth 7, Shaikh Jalil 2 w ith 25, Nihang 2 w ith 38, Jah anyan Shah 2 w ith 14.
Koi Nurbahar Shah 1 with 4, Chatciki 1 with 3, Phuki 2 with 8, AH 1
with 3, Saliga 1 with 2, Sial Sharif 2 with 18, Bvgga 1 with 5 ; 5 patshalas fit
Sahiwal with 26; Gurmukhi schools 1 in Sahiwal ivith 60, 1 m Slldik Jatil
with 5 and 1 with Badarhhaun with 26. Tliere are Koran schools als o m
Wattu, Dhupsari and Dhul with 20, 12 and 8 pupils.
H adali.—Maktabs in Jladali, Kond, Chuha^ Chinki and Basti Sher i t i i
18. 10, 8, 12 and 8 ptipils; and Gurmukhi schools in Hadali and Butalu. with
40 and 6 pupils.
Matta Tiwana.—“Maktabs in Bindial, Khagli, OkhU, Monhla, Jnli,
Panja with 60, 9,10, 4 and 10 pupils.
Katttj.—Maktabs in Karar, Tilokar, Daiwal, PinaH, Mallhimal and
liari with 7, 12,13, 12, 2 and 3 pupils.
Natjsharha.—Maktabs in Nausharha 1 with 25 pupils, Sodhi 2 with ]t>,
Surki 1 with 7, Khakki 2 with 22, Dahdar 2 with 16. MGViiwal G with 47,
Khotha 1 with 12.
o1
 ( 130 )

Nuepuu.— Guhmiklii schools in Boda and Avitli 15 and 10 pupils

respectively.
S h ^ iipuji.— Maktal^s in Shahpur Qnntonmmts 3 \ritli 31-, in Akihhah 3
witli 28, ill Jalalpur 1 with 20, in Shahpur 6 with 88, in Chx.k Fatah Khan 1
witii 5, in Chalpana 1 with 7, in Bhakhtr 3 with 49, and in Nathuiodla 1 vvit!i
12. Gurmtikhi schools in Shahpur, Akilshah, Kotla Sayyidan with 55, 5 and
15 pupils.
K an dal.—-Three maktabs in Kanddl Kalan witli 10 pupils, 3 in Kaudat
Khurd 3 with \ in Tcbnkkvala \v\i\x 20, 1 in Khachki witii 7, 1 in (Jtijran-
loala with 7, 1 in Tatti Sayyidan wii\\ 22.
Dharima.—Dharwia, BlmkM, Jahanabad, Shah Yumf, ^UdujuichI Kulan
Mangmoal Khurd and ShahHtBmU htiVG maktahs in cach with 15, 5, 5, 11, 15, 8
and 15 pupils. Dharima has also a Gurmukhi school with 30 pu[)ils.
Sah-UWal— There are maktabs in Sahuioal, Sink, 3Iai>f/eyah, SuKaupur,
Tatli Muklim,, Nizmnahod, ^onga BlUaohan Bonfja Jh((Diahtan, lionga
Soghwal, Chakrala, Gotulal, 3£o<'hlwnl, Tutfi ILargan, TaHi L<nni<>ul, Dhlru-
wal, Jalla Biluchan, Chandna, Mahkiishan with 31, 10, 8, 21, 5, 11, 1), (>, (), 1,
12, 5, 3, 4, 6, 8, 8, 6 and 4 pupils. There is a Gurmukhi school also in Taiti
with 20 pupils.
DERA.— Jdrah lias 3 maktahs with 12 pupils, Shaik with 6, 31nharikhan
1 with 5, Kctmala 1 with 17, liathana 1 with S, Jjehra 1 with 8, Bibl 1
with 11 and 1 with 7 pupils.
'FARXrKMA.—-ICalpar ySaijuka, Tatta Muhammad JPanoh, Tatti Jalal, Mn-
radwalla, Wala^ Boran, Tirkhmiwala, Sahba, 3Jir Ahmad and 31uhai)Unad
AUnmlu hmQ a maktab each with 4 22, 8, 7, 5, 10, 8, 3, 19, G and 7,
pupils.
B irh a l.— There are 3 maktahs in Birhal witli 4G, 1 in 7io^ Maghrim with
24 3 in Chachar v^ith. 63 and 1 inKot Pahalwan viiih 5, and Chachar\\-A% also 8
Gurmukhi schools with 32 pupils.
Jhaw arta.— Jhawarya has 5 maktahs with 88 p u p i l s , ^ 1 with 6,
1 with 4, Ohak Shekha 1 with 4, and Gangwal 2 with 40 pupils.
Chak Ram J)\s>—Bisrai has 1 maktab with 20, 1 with 7 Dhak-
wa.n 2 with 5, hurhhaniwala 1 with 20, 1 with 8, Bonga Silhhm \
with 17, jSlotha 1 with 7, Saydpur I with 2, Khan Mtihammadamla Z \\-it\\ 1%
Raujhawala 1 with 10, D/mi! 1 Viith 6, Kot Malak Hakim Khan I with 15
pupils.
M iLKWAL.— Chak Dadal (3 maktahs), Kothra, Malakimil Chak Nizam,
Nasirpur, Chakrah, Bula and Kothala have maktabs with 40, 30, 10, 14, 10,
12, 30 and 7 pupils.
H a ry a .— There are maktabs in Sarya, Badshahpnr (8 maktabs), Kartuw.d.
Shamari, Daira Alam Shah, Mai, Bhuluwal, Rukan (2 maktabs), Bmal
(4 maktabs) and Bhujmcal with 6, 14,10, 4, 27, 6, 3, 13 and 31 pupils.
K ot Momin.— Bhahra has 1 maktab with 8 pupils, Snnda 1 with 7,
Bhajan 1 with 10, Saiitn 1 with 5, Bhagrala 1 with 6, Kot JJmrana 1 with 8,
Buchknlam 2 with 24, Ad Rahman 2 with 27, Kot Sher Mohamad 1. with 4,
Bhajmml 1 with 30, Jajarur 1 with 6, Raharka (both) 2 with 15, Bhahra and
Bhajan have also Gurmukhi schools with 8 and 12 pupils.
Madh.—^Maktabs in Mohritcal, Ghaiwala, Tardiamoala, Rahal, Dulliwala,
Chak Suleman, Ramdyana, Ghaus Muhammadwala, Khambnan, Baditf, Sidnu,
Chak Shajawal, Garhi Kala, Jalap, Kot Ghazi Khurd, Rahimpur, Kotla
Banah and Tathla Baira with 13, 2, 3, 14, 4, 5, 7, 2, 8, 3, 8, 14, 7, 3, 4, 2. 17
and 7 pupils. Mianakot has a pdtshala with 20 and a Mahajani
school with 13 pupils.
Dudh^— Mokhsen Matila and Zalbani have also maktabs with 4,
30 ,10, 8 and 35 pupils. Budh has a Mahajani school with 10 pupils.
M ath Lak.— There are maktabs in Sidioana, Tonguwali, Chokra, Kot
Changhatta, Samuramhali, Badar, Jalalpur and Mattalak with 8. 10, 32, 8, 7,
19, 22 and 12 pupils.
 ( )

R A W A L P IN D I D IV IS IO N .
3IIELUM DISTRICT.
GENERAL ABSTRACT.

1 No of ^o. .-f \No. ot

! No. of Sanscrit No. of 1 uNo. of No. of Ko. of No. of I No. of ;pVpilsill
UUtriot. 1 ! l.ui.ils. fichools. pujiils. GS rmukhi
cluiols. J)Upil3. Maliajuni
Schools. pupils. SclKjulsi. ttic liiiii-
; .M
adrasas, ^i-chool^.
i

Jliolum . 200 3,093 119 294 27 646 4 59 250 4,('92

1

JiiELUM.—Tlic (listinguislied Maulvis in this circle mentioned in the Policc;

returns, are Mnulvi Nitr Ahmad and Maiiivi Niir Alamoi Khai KotU, and
Mauh'i Barhdauddiu of J hehini. The former two teach the Koran, Arabic Gram­
mar, Mtihanimadan law, &c., to 10 pupils in the village mosque of Khai Kotlif
Manlvi B;u‘haauddin, a good Arabic scliolar, teaches all branches of Arabic;
learning to 10 pupils. The income of tho Maulvi consists in 2 topas (a measure)
of corn at harvest time from each house.
A private informant adds the names of the following Maulvis (who an;
said to be good Arabic scholars), with the particulars of the schools thc'y
conduct •.—
Maulvi Nnr Alam, teaching 10 pupils in the villag'e of Kari.
Ghulam. Mahiuddin, instructing 7 pupils in Zahtir.
,, Aziiiiulla, teafhiug 15 boys in Chhanwat.
„ Ibrahim^ teaching 10 pupils in Jahangir.
Shammddin^ instructing 8 pupils in Fhinbar.

All these Maulvis teach Urdu, Persian, Arabic, Muhammadan law

^^AVaqaya and Hedaya), Grammar, Logie, Tafsir and Hadis. They live on tlii'
produce of their lands. The number of their pupils is also fluctuating in
dilferent parts of the year. In the period of cultivation and famine tlu;
number decreases much.
The private return says tliat the Maulvis of this circle held rent-free
tenures under the Mughals, but that these were resumed by the oikhs.
The other indigenous Madrasas and maktabs given iii a private return
are the following :—

Place. Teachers. Subjecis. No. of

Piipil.s.
1 i
I

Niigran . - i Ghulam
1
■
Muhiuduiu
'
,
. ' Ti.^ Koran, |
:Urdu& t"er.si:in' ]':
Suela * 1Ghulam Haidar . . .i Do. i \t
Kontrela * 1Mohammad Alim . . .| Do. JO
Darhdla . Murtaza . Do. ')

Janjil , • 1 Mohammad Hayat. . .| Do. <s

Jaghta Hafiz Mohammad . . .| Do. 11

1
Ghura Ahmad . Jan Mohammad . . .j Do. JO
j
Ghai Karam Din . . . .: Dm. \-l
Fazluddin . . . .j ]>o. I y

B!iunl)li . , Imamuddin . . . .' Do. i 7

Bholula . Hafiz . . . . . ' D.,. i
Khengerpur Karam Din Do. ,s
Muftiyan Alam Slier . . . . Do. ] ( )

Jada Kalii Bux and Xur Muliaiuine i Do. ‘ :'U

Dinah Nizamuddin . . . . Do. 10

 ( i.-;2 )
Pdtsluilas, Tiie rolice ivturns inontion only patslialas, (I) niuler
Mat^f. Rmn, disci])le of H a r Bliajan D ;l s s , with 3 0 pupils (ju-ivatc infovrnant
;4iv('.s 40) ;(2) Pundit Surhauaud with 20 pu]»ils (private informant ijives
oO), t h e same p riv a t(3 return ad(lin<> tlie names of Arjt(u Das, liar JSardyen,
BfirJcat Mam, Sl'u Ram, a n d l / b / < ? Ram,\y\\o teach Sanscrit to 1 2 , 9 , 1 0 and
S p u p i ls , respectively.

A h m a d a b a d ,— Among Maulvis and Ilalvims in tliiscirelc, ]\raulvi Glmldm

N'ihl of Lilia Behrwana, and JIakim Qadir Bakhsh of Almiadahadare brought
lo n o t ic e 1)V the Police returns, but a private retm'n adds the names of
linkinis Sultan Bakhsh, and Alhn Din o f Lilia Belinvana, Maiilvi JSahdnddiu
o f A h i n a d a b a d , Mavilvi Gliuldm llasan of Dhodlii, and Maulvi G/urlam JIu-
liummad ;in d JixDaya o f Lilia Belira. Hakim Qadir Bakhsh is said to be an
a u t h o r o f some medical works, and Tazal Ilmain a poet in Persian and
I 'v d u .

T])c ]\radrasas mentioned in the Police and private returns are as follow.
('rii*' Police meiitions only 2) ;—

Pi,ACE. Teachers. ! No. of Suhjects taujrht.

1 pupils.

Lilh; Bcla-Wiisia . Ghulara Nabi and Jiwaya . 30 Arabic Grammar, Lojrie,

Bhetoric, Pliilosopy,
Mudammadan law,
/Eafsir and Hadis.
Aiimadal'ud . . . Bahaiuldin . 6 Ditto ditto.
Ditto . . . Qadir Bakhsh . 0 Ditto ditto.
Ditto Karam Din IQ '■The Koran.
Lillii . . . . Ghiilam Muhammad, 25 Arabic Grammar, Lo«»ic,
1
1 Law, Rhetoric, &c.
Ditto . . . . Seyyad Ghiilam Shah 4. Ditto ditio.
Ditto . . . . Hafiz Sharasiuldiii (who 2U The Koran.
takes 8 annas for each
section of .Koran).
Mumlaliar Hafiz .1 2 maktabs 22 Dii
Ditto 1 A zam .)
Kovla Khuda Bakhsh 12 Ditto.
Dhodi . . . . Ghnlam Husaa 10 Grammar, Logic, La<v,
Jm'isprudeace, Medi-
cnie, Tafsir, Hadis, &c.
At 111 har . . ‘ M.bdi -la ^ a t o b s . 24 The Koran.
Karam Dm .J ('
Saroba , , . . k Ditto.
■Mnl'.ar . . . . 8

In Ahmadabdd, Bliai Bislian Das holds a free-rent tenure, but does not
loach anybody.
Ti'MMan.— jj-iia i A n i a r ' Das, Udasi Fakir and Maulvi Mir AJam (sojh of
both g o o d Persian scholars of Tumman, and Bhai Amar Singh
Vl^luVri Z a d a )
oi Liidn, a n d S a y r e d J a l a l , a distinguished Maulvi in Dhoii, are brought to'
■Hnict'as emjiient scliolars.
Til TnmriHin, Biw. Amar Bass and Maulvi Mir Aiaiii jiave each a maktab,
[< i ji'vr t*'acliinc^ Urdu. Persian and Aritlimetic to 9 pupils, and the latter
u'adur.,i< Urdu, Persian and Arabic to 21 pupils -gratuitously..
i h e i.? live 5 m o r e m a k ta b s in Tiimman with pupils, and 3 maktabs with
\.~ ])U)>iIs in Lada.
L-^(hi h a s also a Gurmukhi scliool, in wliicli Biia. A.mir Sing teache^ Gnr-
' uikiu to 10 j-iupik, and is paid Ks. 5 per mensem by Baba Khem Singh.

D r i i i i A N . '— H a k i m s Kihal Sivgh of B h in , an d Muhammad Shah of D lia -

r i i]:! ; A la i i l v i s JJfiLanin/ad EaHOi of G a lis , Fofman Ali of L a n g a li, Karam
Dll of ?-iohra M a t, Qazi GhiOam 3Iv.havimud and Ahmad Din of SaT»n „Mom
 ( 153 )

are hrouglit to notice us distinguished among the Hakims and Mauivis of this
circle.
The Police returns mention only a maktab in the village of Bhin^ con-
dncted l>y J^'atah Diu, who teaches TJrduj Persian and Arithmetic to the
priiiiaiy examination standard to 26 boys, and receives 4 annas a month from
cad) l)oy; and a Giuniiikld and a La,nde school in the village of Saidpur^
under Mnssanimat Laclihrui (wile o^ Sookhdyal Brahman'!, a.nd llam Jiwaya
resjiectivcly, -with 10 girls in tlic former aud 16 boys in the latter. Mussammat
Lachhmi is paid by liaba Kliem Singh of llawalpindi.
A private return adds the following Koran and Perso-Arabic schools:—

Number of
Placo. Tcficlit'rs. ])iipil,s. Subjects taught.

Lani^uh Favman Ali (a good Arabic

( T he K ovan and advanced
scliolai'),
45 j books in A ra b ic and
C lnkoi-a . Muhammad Ilasan
P ertiiau ,
Galas Muliaminad Husain
Ciiawantryan 13 D itto.
Jmni 20 D itto.
M0^111 ]-2 D itto an d P ersian.
Ai »ndi 8 D itto.
Jui- 12 D itto.
B]uiba,r 20 D itto.
Kal 30 D itto .
Loliir 8 D itto.
Doraali 30 D itto,
Dura 10 D itto.
Mohra Aluwala 12 The K oran , A ra b ic and
P ersian.

T a la G a n g .—Among Maulms, Maulvi Karim Bakhsh, of Tala Gang, and

Maulvi Muhammad Hasan, of Mirjan; and among FancUts Bhais, Pandit
Ghani Shdm and Bhai Dyal Singh of Tala Gang, may be mentioned.
Tala Gang lias u G-iirmuhhi school attached to a Dharmsala and coilducted
by Bhai Dyal Sing, who teaches Gurmukhi to 60 pupils gratuitously.
Tala Gang has also n. pdts]iala with 4 pupils, in which Sanscrit is taught.
The othej; Gurmukhi schools in this circle are in the villages of Jatha,
Dharali and Daricdl with Q, 30 and 13 pupils respectively.
The following statement will show the number of Koran schools and other
particulars regarding them :—

Xumber of Number of
P lace.
maktabs. pupils.
Subjects

Tala Gang- . 1 1 35 The Koi

Nika Khot. 1 ; IH D itto .
Sagbar 1 i 30 D itto.
Chanji 1 j 16 D itto .
Thoba Mora 1 1 30 D itto.
Malakwal . 1 17 D itto.
Kot Sarang 1 ! 38 D itto.
Naigi 1 10 D itto .
Bodial 1 ■ro D itto ,
Mogla 1 ' 11 D itto.
Dhular 1 25 D itto .
L
Jatha 1 s D itto.
Pera Fatial . 1 18 i J^itto.
ilarjaa 1 47 ; D itto.

l> 1
 ( is i )

Place. XuinlKT (if Xuinl)(‘r of

iiiaktiibs. pupils. Subjpcts Laiij;Iit.

Bahluinar . 1 8 Koran, Avai)ic.

Maindut * • • \• 1 7 Ditto.
Tol.i 1 30 Ditto.
Jasval • • • ! 1 10 Ditto.
Kuin 1 30 Ditto.
Cliokliady . 1 31 Ditto.
Laka Dliaii • • • 1 9 Ditto.
Marali • • • 1 8 Ditto.
Lotevi • • 1 10 Ditto.
Kot Khalaii 1 8 Ditto.
Diwal I 1 U Ditto.
Dliok Patliati 1 tr-. Ditto.
Ekwal • • 1 20 Ditto.
Dliaralii 1 10 I)itto.
Davwal 22 Ditto.
1

Di^A.—MiinsJii, Abdul Karira, Bawa Ram Das, and Pandit Kalvfin Das, of
Eolitas, are mentioned in the police retm*ns.
A private informant adds the names of the following Pandits of H o u ta s
and schools of Sanscrit which they conduct there : —
Robtas Hardat Gosliain, teacher 35 pu2>ils.
Oo. Kalian Das „ 20
Do. Kaiu Das „ 5(1
Do. Baij Lai ,, i5
Do. Tliakur Das ,, 10
Pundit Hem E,aj has furnished me with the following account of the
patshala at Fort Rhotas : —
“ The subjects, taught in this patshala are Astronomy, Astrology, Dharm
Shastras, the science of Politics, Pnrans, Granimar, Geography (on the old lines
and out of ancient books), and Literature in general.
“ The institution is of very old standing, some of the lands were attached
to it dating so far back as the time of Sher Shah Suri, when the gi’ants made to
it were more than at any other time except, perhaps, during the rule of Maharaja
Eunjit Singh. Most of these lands were confiscated by Aurungzeb, but they
were more than made good by Maharaja Runjit Singh, who not only made
grants of land for the support of the patshala, but also fixed a percentage on the
income of the people of its neighbourhood to be set apart for it. These lands
were some of them resumed on the annexation of the Panjab by the British
Government, and some on the death of Pandit Trikta Sahoy Goswami, father of
the present incumbent. 'JJFhat remains still attached to the patshala yields
only an income of about Rs. 300 per annum. There is in addition another
piece of land to the east of Port Rhotas, called Choubutra, at present in the
hands of the younger brother of Pandit Trikta Sahoy Goswami, although he
has no right to it.”
Pandit Tantram and Ditoo Gosai have also each a school in which Sans­
crit, Hindi and Gurmukhi are taught; the number of pupils is not mentiont-d.
JRohtas has also a Tersian school, conducted by Mnnshi Abdnl Karim, a
good Persian scholar, who teaches Persian to 12 pupils, and a Gurrmilhi school
under Bawa Ram Das, who teaches Gurmukhi and Lande to 22 pupils.
There is a Koran school in the village of Sagri, in which Hafiz Karm Din
teaches the Koran to 32 pupils.
SoHAWA.—In this circle Fandit Kanchiya, Hakim Muhammad Alam
Q u r e s h i , H a y a t Bakhshand ^ / / a i Jsihal Singh, of Fishaudaur, a r e r e f e i -
hhI to as distinguished scholars in their respective branches.
 ( 155 )

In Bishand, Maulvi Ilnyat Balvlisli and Bihi Shalizadi conduct a mule and
a female scliool respectively, tlic former teaching Persian and Arabic to 25
boys and the latter teaching the Koran to 20 girls. Their average income is
Es". 2 and lls. 1 a month respectively.

There is a Gurmukhi school also in Eishandaur attached to a Dharrn.sala,

with 20 pupils, who are taught Gurmidvhi and Lande by Kilial Singh, whose
average income is said to be Es. 2 per mensem.

K a l .vii K a iia t i .— The distinguished ITal<ims,Baids,Pandits,Bliais and ’Maul­

vis in this circl(‘ are JIak'nns Buta Mnl and Earn. Sahai oT Blion ; BauiHtn .Ir.wa-
la Sahai (wlio is also a Baid), Kh-pa I’ ani and Shankar Das ; Bhais Avjan Singh
xmiX Monb'is ]\luhammad Shah of Bhon, Barhanuddinof llitan, and Ahniaddin
of Balaksnr.
In the town of Bhon there are 2 Koran schools conducted l)y Muhammad
Bin and Jumma (weavers), who teach the Koran to 05 girls and boys. Maulvi
Burlianiuldin, of Ilitar and Maulvi Ahmad Bin of Bulaksar, condiu^t each an
Arabic school. They teach Arabic Grammar, Logic, Law, Jurisprudence, &c.,
to 12 and 10 pupils respectively.
Bhon has also a Gurmukhi school, attached to a Dharmsala, under Bhai
Arjan Singh, with 25 pupils, and a Gurmukhi, Lande and Sanscrit .sc1h)o1, con­
ducted by Pandit Kirpa Earn, who teaches Sanscrit to 15 pupils, Gurmukhi to 25
pupils, and Lande to 15 pupils, and has no fixed income,

A private informant mentions Gurmukhi schools in the villages of Murid,

JSTasar and Migan, under Sunder Singh, Eamji, .lawahar Singh
and Asa Singh, tcacMng GuTmukbi and the Granth to 12, 20, 40 and 30 pupils
respectively.

J e l a p t t i!. —The village o f Panmiwal has a Gurmukhi school, where Bhai

Kandhara Singh teach(,'S Gurmukhi to 10 pupils and recoiles 1-| pice a week
from each boy.

There are maktabs and Koran schools in the following villages :—

Place. No. of
Subjects taught. Teachers.
pupils.

C h a k M a ja b id . 15 The Koran. Muhamttiad Din.

A r a ........................................... 12 Do. Mian Khuda Bakbsb.

Ara . . . . 20 Persian-. Nek Alam.

Baghanwala . . • • . 8 Do. Mian Abdulla.

Chakri Dohmenkhen . . 12 Do. Muliaramud Din.

Pannuwal . . 28 Do. Ahmed Din.

puMELi.-— Bakshi Bishen Singh, Mahtah Sheh,

Karain Das, and Mian Mohammed, a are mentioned by a private inform­
ant as noteworthy. The police return mentions only two indigenous schools in
this circle—
A maktab in Bhulara Sayadan, attached to the Divankhana of Sayyad
Myaz Ali Shkh, Lambardar of the village, in which Mian Abdulla teaches
Persian to 18 pupils and receives Es, 4-8 per mensem and Re. 1-8 from each
boy once in six months, and a Lande school in Dumeli, where Harnam Das,
a Brahmin, teaches Lande to 14 pupils gratuitously. He is said to have taught
the boys of the village for 44 years.
 ( 1561 )

A private informant adds tlic followiing scliools in tliis circle

Place. Teacliera. Subjects tiuiglit. 1 unilxT of

Mohra Kanal Qutbuddia The Koraii . 18

Bari Darolua Fa^ah din Do................................ 1 ].T
Husain Saiyedan Magtab Shah . Do. .T5k1Muhannnadau j 1(J
law.
Jfiji . Mir Mohammad Tne Koran . ]i
Mahgot Fatah Mohammad Persian . . . 10
Miana Mohra Mohammad Husaim . Tlie Koran and Persian . j 1:}
Jabdl Saiyad Ahmad The Koran . . .: H)
Jandot . Imam Diu Tlie Koran and Muliam- U
madjvn hiw.
Dhok Vagh Nizam Din . . The Korun . 12
Bulbul Kalan . Nur Alam Do................................ 15
Banbi Saiyidan . e • Saiyad Easul Do................................ 1 16
Sarag Dhan Malik Muhammad Do. . . . i 14-
Sogbil . . AbdulMh . . . . Do. . . . 8
Dhok Band (dakhli SogbsLl). • . • • Do................................ 8
Mohra Kanal (Dakhiii Do................................ 8
Mohra Dheri).

Pliuleii Sayaden has 1 Gurmukhi scliiool witli 12 pupils in wiiicJi Arith­

metic and Gurmukhi are taught.
C e a k w a l .— Ghulam Husaim and Burhanudin and Fandit Kahan
C/hand are said to be good scholars of Aralbfc and Sanscrit respectively.
The largest Madrasa in this circle is jin the village of TJdharwdl^ in which
Maulvi Burimnuddin teaches the Koran, ]Persian, Muhammadan law and other
religious books to 108 pupOs.
In Chakwal there is B,pdt8hala and at I^nde school, conducted by Pandit
Kahan Chand and Hakim Singh, teaching Saascrit and I^ande and Gurmukhi
to 1() and 14! pupils respectively. Hakim Singh receives onp pi,ce weekly from
each boy and from aniias 2 to 4s from each: boy i^hen he commences the pothi
(first reader). The other Gurmukhi schooils are as follows:—
Bahia with 16 pupils. Mangwal with 40
Dewalyan }» 16 }S Sa,nkal Kaseer « 4U
Ghakrjd 12 J) Latit'al
Tarid 93 15 » Mondi „ 24
Dhodhiai 99 40 Megan „ 40
Sang 20
The following statement shows the number of Koran and Perso-Arabic
schools in this circle;—

Piace. No. of Mo. of Subjects tanghfc.

hirtktabs. prapiis.

Bidwal . . , • • 1 16 Persian.
D iw a lia n .................................... 1 31 The Koran
K h e w a l .................................... 1 81 Ditto.
Khotion . . . . . 1 20 Ditto.
Chakral . . . 1 36 Ditto.
Chak Maluk . . . . 1 25 Ditto.
Ghak Umia . . . . 1 15 Ditto.
Chak Norang . . . . 1 18 Ditto.
Farid . . . . . . 1 25 Ditto.
Bhab Kalan . . . . 1 25 Arabic and religious books.
M a r i .............................................. 1 25
Lakhwal . . . . . 1 22 Ditto.
D h a k k h u ..................................... 1 16 Peifian.
Thua Bahndar -. . . . 1 40 Ditto.
 ( 167 )
PiND-DADAN-KnAN.— Muliammad Hasainand Sher Muliammadof
'KJieora Nmnak, who teach Arabic and Persian to 16 pupils in their native town,
a?id Muhammad Yar of Mirzapur, Kasim Din of Jatipur, Ghulani
Uasula Taj Bin of Kalewal, Karam Chand of Lund, Jawahri Mai ai^ Bamkoir-
of Kitranpur deserve to be noticed.

The village of Kasalyan has a Gurmukhi and a Lande school with 8 pupils.

The following villages have Koran and Perso-Arabic schools

Ko. OP
Place, .Subjcftts tBuplit Toachsr,
Boy*. Oirls.

Dera . . Arabic Sbaraf Din « 1 4

Lahri Pancbgaram Ditto Kadir Din 30 fi
Chandoi . . . . Ditto . . . Rasmat Ali » • W 7
Menwal . • • • Ditto . . . Mean Jewwa , * 1 2
Patera . . . . Urdu Myan Fazat. I I
Ghora . . . i Arabic Imam Bakbsh 8 2
Makhyala . . . , Urdu . . . Fazal Din . , * 8 I
Salvi , . . . , Ditto . . . Pir lUuhammad . « • 1
Kask . . . . Arabic , -Myan Cbiraj^h . 8 S
K u re ti.................................. Ditto . . . Husain . . 4 ...
Harnpur Arabic, Koran . Afahaminad Ali . 4 4
Keora Namak Koran, . . . Muhammad Husain • • 6
Chak Ahmad . . . Koran, Arabic Ahmed Din IS
Adowl . . . 0 Ditto Ahmed B a k W . 3
Ditto . . . Ditto . . . Muhammad mkhsh 2
Ditto . . . . Ditto . . < Muhammad 2
Golpur . . . Ditto Klter Muhammad • 4 ...
KoraH . . > Ditto Fazal Muhammad • • 7 •••
Ditto . . . . Ditto KtttUuddiit . c • 4
Dodh Dand , . . • Ditto Pakir MahMimad 4
Barahdi . . . . Ditto Mubkam IMn * , 4 «««
XKoiva . , . . Ditto * Syed nmirSbah 18
Hatar . , . . Ditto Mahammad Din . 12
Kotsahib Klian Dakhili Piud. Persian Pa*al Din , . 20 ’ ' ts
Findadan Kb^n . , Arabic Ro«han 20 10
Kotla DakhliPind Ditto . . . , Alab Din . . ^ , 4
Hhamanwal . . Arabic . . Khuda Bakbsh . 8 •••
D a f a r ................................... Ditto Ditto 6 •
CasMn (2 schoola) Arabic and Persian . • Kadar Bakbsh and Hafes 25 ...
Mian.
^idhwtfl . . . . Ditto * Ainuddin . . 9 •••
Darrah Farfh IMtto Cheragh Din • * 8 ^^^
Sadhandi . . . . Ditto . Kadir Bakbsb . . ' 16
Gharibwtfl . Ditto . Muhammad Bakbsb . 10
Sidowal (2 schools) Koran and Arabic Hafeas Saliib Din & Muban\p.tl 25 *#•
Khuda BaJchsh and Gbulati^1
J>Hart4U ( ditto ) Ditto . Mnhamsd ! 8^ ...
Kohti^n C h ^ b . . . Ditto . Mian Abdulla 1# ""r ...
Karunpor . . . . Ditto . . ' . Mian Ahmad 13
Dandot . . . . Arabic, and Persian . Gbularo Husain . 10 20
Hhaaad Arabic, Koran, <fec.. Nek Mahammad . 10 .11
Batocbbi . . . • Ditto . Gbttlam Husain . 4 3
MinbiCK . . . Arabic and Persian Gliulam Din 8 5
Hiawela Bad Sbib . . Arabic, Koran, &c. , Mian Musahab . 8 ■4-.i
KbajoiK Ditto P>rBakhHh 8 4
Mel . . . . . Persian and Arabic,Koran.&c. Ghulam Husain . 6 4
Dabebri Jalsa . . . Arabic . . Ditto 4 6
Cbanni Makbdi^m . Ditto . Ghulam Muhammad 9 7
Db^UBalK . . . Ditto . . Main Muhaminad 4 2
Bisbtfrat . * • Arabic and Persian Syed Muhammad 14 6
Bari K»Uran Arabic . . GtiultCm Shah 7 2
Bari Sli^h Naw^z . Arabic, Koran . Mubammiaki Bakbsh 18 1
Labr Siiltanpur , Ditto • Jamfl Muhammad 2 3
Mandi D^khli Find Arabic . . Ala Bakbsh 7
Find-Dadau-Kb^Ca Persian, Arabic, andlJrda Ala Datta . 12 !.*.*
Ditto . . . . Arabic and Persian . Muhammad Sabib Din. 40 18
Ditto . . . Arabic . . Habebuerahnian . 4 4
Ditto . . . . "Ditto Yusnf . . 12
Ditto , . , . Ditto . . , ■ Ghulim A bm ^ . 8 ...
Ditto . . . . Ditto . .. ^' GhuUm Muheddin 3 2
Ditto . . . . Ditto . , Khuda Bakbsh . :2 9
Ditto . . . . Ditto . . . Samidudin . . 30 11
Ditto . . . . Ditto . . . Zaida Alabudin . 2 3
Ditto . . . Ditto . Husain Shah ■7
Kot Sabib E b ^ D^hili Find Ditto . . . Sualeh Mahammad 15
Ditto . . . . Ditto , • Fazal Mahammad 9 ...

There are also two other schools in Pind-T)adan-Khan in which Sanscrit

and Hindi are taught by Hakim add Maya Das to 22 and 15 pupils respectively.
qi
 { 158 )

R A .W A L P I N D I D IV IS IO N .
GUJKAT DISTRICT.
GENERAL ABSTRACT.

No, of No. of 1
No. of No. o f Na)^ri and No. of
No. of No . o f Lande and No. of !ITotal Xo. of
Dintrict. Gomukhi liiiHj't'noiiii Ni). ol
makttiba. pupils. Sanskrit pupils. pupils. Maliyjani puplis.
Schools. Suliools. jHipiln.
Schools. Si-houls.

Gujrat . 274 3,828 20 ai8 63 879 19 393 366 5,418

Gujeat.—^Hakims Klmda Baklisli and Masum Shah; MauM Hafiz

Abdulla, Bhais Bhagwan Singh and Ishar Singh deserve to Tdc mentioned;
as also, according to reliable private information, Pandits Lakshmi Das,
Gobind Ram, Jai Singh, Damodar Das, Chandii Das, Gancsh Das, Nai-aiyan Das
and Nanda 1^1, who are in charge of the following Sanscrit schools, in Gujrat
City—1 with 10, 1 with 35,1 with 25; 1 with 14; 1 with 6; 2 with 5 each
and 1 with 10 pupils. The subjects taught are, in tlie first Sanscrit and Astrol­
ogy ; in the two following Hindi and Arithmetic; in the three folloAving Sanscrit
only, and in the two last schools Hindi and Sanscrit. According to a different
source of Information there is another large patshala with 33 pupils who are
taught Sanscrit and religious books by Pandit Ishar Das.
Gujrat proper, according to the Police returns, has only 2 maktabs, 1 un­
der Hafiz Abdulla With 20 pupils, and 1 with 15 pupils, in both of which the
Koran is taught.
E!o t ia l a S h b k h a n .— There is a maktab at Sira attached to a mosque under
teacher Shamsuddin wittf 20 boys; one at Phalya in a private house under
Muhammad Husain with 10 boys and 8 girls; one at Shahdanwaii^ and one at
Wasv, ; the number of pupils in the last two is not mentioned. The subjects
of tuition are Arabic, Persian and the Koran. There are 3 Gurmukhi schools
at Mangaty at Mikan and at Sira^ under teachers Mulla Singh, Atma Singh
and Lakha Singh, with 40, 30 and 25 pupils respectively. At Mangat out of
the 40 pupils 10 are girls; they are all three attached to Dharmsalas. The^
teachers are paid half an anna monthly by each pupil and get their food. The
income of the teachers is not fixed. Besides the monthly fees, if any, they get
some present at festivals such as one or two topas of corn. The food is sup­
plied to them by turn from each boy. This system of paying the teachers was
followed in the time of Maharaja J^njit Singh.
L a l a M usa . —Amonsrst Maulvis, Abdulla, Muhammad MakhdAm, Ghulam
Qadir, and Muhammad Alim Mian Nasrulla are mentioned as noteworthy. The
largest maktab in this circle is at Chak TJmar^ also called Umar Qhak^ under
teacher Abdulla, who gives the following account of his school
“ There are 14 boys in my school learning Arabic and Persian. The follow­
ing subjects are taught:—
(1) 5®?/from Sarf Bahai to Shafia.
(^} Syntax from Mita Amil to Sbarah Miilla.
(3) Logic from Isagcge to Sullum and Hamdulla.
(4) Muhammadan law from Munya to Hida_ya.
(5) Persian poetry from Karima to Sikandar Namah.
(6) Persian orose from Dustnrussibyan to Abnlfazl.
(7) Arabic literature from Aiif Laila to Hamasah and Zaburi.

“ Besides these, 40 boys leam the Koran by heart.

“ In 1870 I appeared in the entrance examination of the Lahore University,
and passed that examination in the 2nd division. Mr. Pearson, the Inspector
of Schools, gave me B.s. 86 as a reward in recognition of my school.”
 ( 159 )

The following are the smaller maktabs in this circle :—

Xunil>er
Namciiof towns and villafjes. of
m ;ik ta b s.

Shah Sarmast . Arabic, the

Koran.
Dogah Persian and
Fifjuh,
Bazar}!wfil Koran.
Kotla Qasim Oitto.
Dhaina Urdu, Arabic
PurKiau.
Biswal Arabic, Per­
sian.
Nosar 20 Arabic, Per
There are 2 Gurraukhi schools at
sian.
Kaliwal 15 Arabic, Per­ Buzargwal, attached to Dharm-
sian. salas under Sunder Singh and Mohan
Laia Musi 16 Arabic, Per­
sian. Singh with 18 pupils ; 3 Lande schools
Khawajpur 20 Urdu, Per- - Kurali 4iy Kotla Arwalikhan
. sian.
Hatij 16 The Koran.
with 6, and the largest at
liir ivharaniC 80 Arabic, Per­ i^agar with 25 pupils/ linder teacher
sian. Ala Baksh.
Omiwal 16 Arabic, Per-
Riati,
Kakrali 10 ATabic,Koran
Kolta Arwalikhan 7 Ditto.
Dolta NagR.r 10 Ditto.
Dhar Bakri 12 The Koran.
Jatrya (smaller) 12 Ditto.
MyanaC’hak 3 Ditto.

Note.— Religious ^ u catioa is aaked for by the people, who are said to have forgotten whatevier they
knew of religion. The Government should establish schools for religions instruction as it has established
schools for English ana Urdu.

AxJitANGABAJ).—The distinguished Maulvis of this circle are—Maulvi

G h u l^ Basul and Maulvi Hyatulla. The largest maktab is Nirwal, under
Nizairiuddm, with 36 pupils. The other maktabs are as f o l l o w s CJiappur with
20, Shamsdbdd with 14, Kotyan with 27, l^ind Mahmanpur with 10, Bhagnagar
with lOy JSweranjd yfiih. 20, Mehi Kalan with 18, and iEwwftj with 23 pupils,
in all of which t^>e Koran only is taught. There are 5 Qurmukhi schools,
three of which are at Sarai Belani and with 42 pupils, taught
gratuitously hy Gurdit Singh, Sahih Singh and Mul Singh; 1 at Bind Rahman-
jawr with 5, and 1 a t w i t h 10 pupils.
Kunjah,—The names of Maulvis Khuda Bakhsh, Sher Ahmad, Ata
Mohammad, Zainulahdin, Fazl Ahmad, Imam All, Kayem Dm, and Inayetulla,
as also of Pandits Ramdat and Wasdeo deserve to he mentioned. The maktab
Kunja itself lias 16 pupils, and Arabic and Persian is taught. There is a
maktab at Sahduki having 32 pupils, in charge of Maulvi Inayetulla. Ac­
cording to a private return, Shddiwdl Kalan has 3 Koran schools with 43 boys
and 12 girls, and ShddimdlKhurd has 3 maktabs with 67 boys in which there
is religious teaching, sUch as tne Koran, &c., also Grammar. The other places
in this circle that have maktabs are—Adii Wdl with 25, Machyana with 24,
Madina with 17, Kiledar and Haman Bindi with each 17, and BhoguM with
10 boys; with the exception of Madina and Bhaguki, where only Arabic is
taught, the above are Perso-Arabic schools. Kunjah\di^ a school with 34 pupils,
in which Sanscrit and Gurmukhi is taught by Shibcharan. A private return
also mentions a Lande school with 18 boys. Shddiwdl has a Sanscrit school
with 20, and a Gurmukhi school with 20 pupils, and Kiladar has a Sanscrit
school with 24 pupils. . , T'
J alalpur Amongst Bandits, Bhagwan Dass and Luchman Bass
may be mentioned; there are also several Maulvis of note, whose nanaes, however,
are hot mentioned. The Police return is evidently wrong in bringing to notice
only 2 maktabs with 44 pupils at Jalalpur, as a very reliable private return
mentions 6 maktabs with 93 pupils, and another even 8 maktabs and 119
pupils, in which the Koran and Persianj or only the Koran is taught. There
are further 2 patshalas with 85 pujiilsj in which Sanscrit, moral books aiid
astronomy 2 Lande schools, 1 with 50 pupils under tcacher
 ( 160 )

Ghulam Nabf, and 1 with 20 pupils under Ghasitd, in which Lande and account-
keeping are taught. The first teacher gets Rs. 7 per month and the second
Bs. 3.
K h A r i A n .—-Mauln Sadiuddin o f Mulka is mentioned as a distinguished
man. The largest maktab is at Jtmd with 75 pupils under Hafiz Ilmuddin,
who teaches the Koran and Persian gratuitously. Hafiz Ilmuddin, the teacher
o f the maktab at Jund, gives tlie following description of his school:—

**My school is attended by 75 pupils, and this number is subject to decrease

and increase. Out of these 75, are natives of the village, and 18 pupils
come from the neighboimng villages and return to their homes at night. The
remaining 45 pupils are strangei’s, who live upon alms and reside in the
mosque. I teaca gmtuitously, and have no fixed income. I teach only the
Koran, Qirdt and Muhammadan law. In other branches of learning I am not
80 proficient as to be able to teach. I am now 46 years old, and have been
teaching for the last 26 years. 1 subsist only on agriculture. My land is cul­
tivate by a mercenary “ kashtkar,” who tajces half of the produce of my
land. Some of the pupils are taugM by me and others are taught by more
fdvanced scholars/*

The other places in this circle with maktabs are as foUows

Kumbar
Namber Number of Number
Kames of tnwu Tiihfet. of of Subjeete taasbt. Qnr- of Subject* taujiht,
makubs. PBpUfcS niiikhi pupiii.
1Kuhool*.

Hayel . 3 The Koran

Ma^k» . • 1 30 Thf* Koran and Arabic Gram-
mat, Syntax and Logie.
Mohri 2 25 The Koran . . .
Boryanwali 2 19 Ditto . . . . "i 5 Gnnnnkhi and Lande.
Gotarjiila . , ■ 1 15 Ditto ditto.
Kharyan . 3 28 The Eoraa . . ,
Dhnrya , • r 2 27 Ditto . . . . • 1 ■7 Gartnakbi.
Mehiiyek . - 1 18 Mitto . . . .
Dtogah* . • • 3 72 The KoraiJ, Persian Gram­
mar 8ud Syntax.
Samantpar . 1 7 Ditt-o ditto 1 6 Ditto.
Marala 1 9 Ditto ditto 1 13 Ditto.
I>huni 1 12 Ditto ditto .
Piyasfii , i 6 Ditto ditto
Utain 1 8 The Koran . .
fiastilpQr . , • 1 5 Ditto . . . .
Jachyaii . • • 1 18 Ditto . . . . i '4
Pindi Khakli 1 4 Ditt« . .
Baharwal , 1 12 Ditto . . . . "i "5
Bidhwal •. * • 1 19 Ditto . . . .
Ohak Sikander 1 12 Ditto . . . .
Thuth Rai Btihadar I 12 Ditto .
Dbar 1 35 Ditto . .
Baraali 1 16 Ditto . . . . i '8
• . * 1 20
Katuf^arh . • ... ... 1 30

• A private retnm remarkg th it at Dojjah all th« \rabio knowledge to be found in the Paojab is impaited at ihU •chool.

L anga ..-— The names of Hakims Ganda Singh, AH Ahmad, Jalal, Hayat,
Sayid Mustafa and Imamdia; Maulvis Shaik Ahmad, Kutab I)in, Sirajuddin,
and Amir Shah; Pandit Rupa; Bhais Jawala Singh, Phela Singh and Purbhu
Singh, are brought to notice in the Police return.
Langa itself has, according to one source of information, a large maktab
with 90 boys; whilst, according to another source, it has 2 maktabs, 1 attached
to a mosque under Ghulam Ahmad and Nurdin (assistant) with 92 boys, who
read Arabic and the Koran; the other in a private house with 32 boys and 9
girls under Fazl Ilahi^ who learn Arabic, Persian and the Koran. The teachers
have no fixed income from the pupils. In the Dharmsala Langa, Gurmukhi and
Lande are taught to 20 boys by teacher Mohra; another school of the same kind
is at FincH Kalu^ with 16 boys and 20 girls; whilst and Zhori have
each a school with 12 and 8 "boys respectively, in which only Gurmukhi is
taught; Keryan Wala and Bahrian walit have each a Madrasa with 25 and
 ( 101 )
16 pupils respectively where Arabic is read; Helan has a Mahajani school
with 12 boys who learn Hindi and Sbastri.
Dingaii.—The largest school in this circle is at Cliihori Fhallaioal, attached
to a mosque, under MaulviNuruddin and his son-in-law Mohammad Alim, who
are both superior men; there arc 105 pupils (90 boys and 15 girls), according
to tlie private return,; the Police return says only 80. The subjects taught are
Urdu, Persian, Arithmetic, the-Koran, Muhammadan law, “ Hadis andTafsir ”
(Tradition and Commentaries) Grammar, Logic, Philosophy and Jurisprudence.
JDlngah itself has a maktab witli 15 boys and 16 girls; 2 Gurmukhi schools 1
at Dingali with 35 pupils under Sant Singh and 1 at JBhaorjalpur with 20 pupils :
3 Lande schools at Kot Biloch, Chak Fatah Shah and JDingah with 10, 8, and
17 pupils respectively.
Q a d i r a b a d . —The Police return mentions 2 Perso-Arabic schools, 1 at
Qudirabad, attached to the mosque, in charge of Shaik Ahmad, with 18 pupils;
and 1 at Bhuta {old), with 10 boys; 2 Persian schools at Sldar and at I)hum\
w ith 13 and 10 pupils respectively; 1 Arabic shool, (Madrasa) with 6 pupils.

There is 1 patshala attaelied to a temple under Pandit Ganpat Ptai, a good

Sanscrit scholar, who teaches “ Vedant ” (philosophy) to 10 boys gratuitously;
2 Gurmukhi schools, 1 at Qadirabad, attached to a Dharmsala under Gulab
Singh, who gets Rs. 2 per mensem in cash or kind, and has 12 pupils, and 1 at
Sidar, with 16 pupils; 2 Lande schools, in which also Gurmnkhi is taught, at
Qadirbad and Bhuta (new) %vith 20 and 16 pupils respectively.
K a r y a l w a l a . — Amongst eminent men, Maulvi Shaikh Ahmad, Qaz
Mahmud, Bhai Sant Singh, and Gobind Sahai Bhagat, are nameil^ There are
maktabs or Madrasas •. (1) with 13 pupils, and teacher Ahmad,
who teaches gratuitously; and 2 more schools with 9 pupils. (^) Awan, with
7 pupils, and teacher the Mohamad Qazi, who gets 5 bighas of rent-free land.
(3) Masiara^ with 25 pupils, and teacher P«ukunddin (a blind man), who gets
nothing. Nanshera, with 60 pupils, and teacher Ibrahim, who gets Es. 25 per
annum. They are all attached to mosques: in the first two Arabic, in the
third tlie Koran, and in the fourth Persian, form the subject of tuition.
Gurmukhi schools there are 3; the largest at Tanda, attached to the temple of
Devi Duara : it has two departments, in the one Sanscrit is taught to 26 jiupils
by Bhagat Govind Sahai, and in the other Gurmukhi and Lande to 70 pupils
by Lajpul. They get B-s. 56 in cash, per annum; 1 at Nauskera and 1 at LaJchi
Wal with 12 and 14 pupils respectively, in both of which Gurmukhi and
Lande is taught. Kat'yalwala has a Lande school, where accounts are taught
to 14 boys.
The following additional List, which is not contained in the Police JReturns^
has been supplied by Lala Bhagwan Das, the painstaking District Inspect­
or of Gujrat : —

M aktabs .

N ame of V ii-l a g e ob To w n .
Number cf Number of Subjects.
maktabs. pupils.

Chako Principles of Law, Logic,

Philosophy, Medicine and
Grammar, Urdu, Persian,
Arithmfetie, Fiqah, Hadis,
Tafsir, and the Koran.
Kbu^-spur 1 40 The Koran aqd Persian.
Ditto i 21 Ditto.
35 The Koran, Persian and re­
Darekn 1 ligious books.
Ditto . I J4 The Koran.
Ditto . 1 12 Ditto.
Kunjah . 1 15 Ditto.
Saroki , 1 Ditto.

r1
 ( 162 )

Maktabs.
N a m e of V illage oe To w n . Number of Number of Subjects.
maktabs. pupils.

Dharki KalaA . a * •; 1 SO The Koran.

Ditto Khurd . a • •' 1 8 Ditto.
Mohla . » • •: 1 25 Ditto.
Chewaranwali . t> • • 1 22 The Koran and Persian.
Ditto • s • 1 33 Ditto.
Ditto « • • 1 12 Ditto.
Chewaranwali. * • • 1 10 Persian and the Koran.
Majrah . • • • 1 21 Persian, the Koran,& Medicine.
Tarkah . 1 18 Koran.
Ndgaryanwalah • - • ' • U Ditto.
Manghuwai N* 1 U The Koran and Persian.
• •
Ditto . • • • 1 20 Ditto.
Khojujauwali . .• • • ]4 Ditto.
Ditto . • • « 3 Ditto.
Goleki . , • • • 12 Ditto.
Ditto . . • • • 6 Ditto.
Goleki • » 0 1 3 Ditto.
All Shahr • • • 1 13 Ditto.
Magghowal • • • 5 Ditto.
Kalachor • • • 21 Ditto.
Ditto . . , • * *. 1 7 Ditto.
Ditto . . 0 •. • 1 8 Ditto.
Isldm Garh 5 Ditto. ,
Miauipiudi , , 25 The Koran, P«rsian^& reiigiou9>
books.
Ditto . , . « * 4 3 The Koran,
Ditto . . . 3 Ditto.
Givewanjal 7 Ditto.
Majrah . . • • • 8 The Koran and Persian,
Shalijiiltaui • * '•-> 16 The Koran.
Soudotah . . c * * 1 10 Ditto.
Dhamma IMalkah . • * * 25 The Kofan and Persian.
Sher Garli . . • * • 1 8 the Koran.-
Machhi Wal . 1 9 Ditto.
Ditto , . 1 8 Ditto.
Bhati . . 6 Ditto.
Soaubvi . . . 1 20 Ditto.
Bbotah . , 12 Ditto.
Nil- . . . Ditto.
Saiai , . 1 8 Ditto.
Sarai . * • • 1 10 Ditto.
Lanbn . . . 1 8 Ditto.
Chakoiah ' ' . • • • 4 Ditto.
Cbbokar Kalau • • • 1 15 The Koran and Persian.
Chhokar Khurd • • * 1 20 Ditto.
Mahesi . • • "• 1 5 Ditto.
Kapranwalah . 10 Ditto.
Mauida . . • • » 12 Ditto.
Ditto . . 1 12 Arabic.
Bflagowal 1 10 Ditto.
Tanadah , ...
Mot a • • « 1 15 The Koran.
Baddhan . • • 1 .8 Ditto.
Cbopalah 1 20 Ditto.
Sheikh Chokaui • • • 1 40 Urdu and Persian.
Shahjahaui 1 9 The Koran.
Manjuki . 1 13 Persian.
Kissuki . • • • 15 Ditto.
Nat • • * 1 6 Ditto.
Jam a « 20 The Koran.
Nanjunwal 25 Persian.
Malowal . . . • • • 1 10 Persian an i Arabic.
Jedar • ■ * 1 13 The Koran.
Bhavmau « * * 1 10 Ditto.
Dhamnal 1 10 Ditto.
Sarhailri . 1 15 The Koran and Fiqab.
 ( 163 )

Maktabs.
NaMK o f VltLAGE OB ToWN. Number of Number of
maktabs. Subjects.
pupils.

Bhagfradwalah 1 14 The Koran.

Kbariaii . . . . . . . 1 6 Ditto.
Jhadtlar Kalaa . . . . 1 13 Ditto.
Jatalah . . . . . . 1 7 Ditto.
Baddar . . . 1 1 Ditto.
Chak Shjavval , . , . . 1 10 Religious books.
Arab . . 1 9 The Koran.
Paujauriyaaa.................................... 1 15 Koran, Hqah and Hadis.
Nasirah............................................. 1 16 The Koran.
Naurang . . . . . 1 10 Ditto.
Jandanwalah . . . . . 1 lO Ditto.
Maralah . . . . . .
D a l l o ............................................. ’“ 8 The Koran.
Gliakka . • . • . 1 4 Ditto.
Piudi liHmpur . , . . 1 4 Ditto.
Malif Kliurd . . . . . 1 8 Ditto.
Chak Nath . . . . . 1 4 Ditto.
Khanpur . . . . . 1 1 Ditto.
D h o k .................................. 1 4 Ditto.
Gadi Gurao . 1 1 Ditto.
Sarai 1 6 Ditto.
N o t h ........................................... 1 lO Ditto.
Kakrot . . . . . . 1 5 Ditto.
Qazi B dq^ar.................................. 1 7 The Koran and Persian.
Dhok M ui*fc.................................. 1 5 The Koran.
Marhi . . . . . . 1 3 Diito.
Ghanyaa . . . . . 1 8 Ditto.
Kasbah . . . 1 3 Ditto.
Nuns: . . . . . . 1 5 Ditto.
Piudi Bahauddin . , . .
Rasul . . . ^ . ■’i3 The Koran.
Warah BalvSn . . . . . 1 6 Ditto.
Borah . . . , . 1 7 Ditto.
Kotly Afghdnda . . . . 1 4 Ditto.
Mangat ........................................... i 4 Ditto.
D i t t o .......................................... 1 4 Ditto.
M adhra........................................... i 8 The Koran, Persian & Lande.
Pakkowal 1 2 The Koran.
Rattowal . . . . . •••
Kadhar . . . . . . ” ‘l 9 The Koran.
Khab J o r u .................................. 1 4 Ditto.
Mianwal........................................... 1 10 Persian.
Khiwah . . . . . . 1 9 Ditto.
Khiwah . . . . 1 15 Ditto.
Garbi, Gakbar Khan 1 6 Ditto.
Gaubar . . . 1 6 Koran.
Kot J a l p d n .................................. 7 Ditto.
Noth . . . n Ditto.
Kalu W a l i .................................. 1 11 Ditto.
Mahabbatpur . 1 11 Ditto.
D i t t o .................................. 11 Ditto.
Dittu Chuhar . . 1 12 Ditto.
Karl Mahabbatpur . 1 6 Ditto.
Kot Jarauah . .
Manjbi .................................. 13 The Koran,
Ditto . . . 1 10 Ditto.
Mekin . , . . . 1 10 Ditto.
Ditto . . . . . 1 7 Ditto.
Pindi Lalah . . . 8 Urdu and Persian.
Bagh . . . . . . 1 25 Ditto.
Dogal . . . . . . 1 12 The Koran.
Phaliah Kolan . . . 1 2 Ditto.
Jokalyau . . . . . •••
Thatta Aliah . . . . ... ....
Thatta Garbiwala . . . . ’ *8 The Koran and Persian.
Chak Mittha . . . 1 6 The Koran.
 ( 164 )

]\Ia k t a b s .

Name oi? ViLtiiQE on Towy.

Number of Number of Subjects taught.
raalctabs. puj)ils.

Chak Mittha . 4 The Koran.

Eanmal . 6bo}'satid Ditto.
9 girls.
Chak Tahir 5 Ditto.
Higarwala 10 Ditto.
Kot Phulle Shah 6 ■ Ditto.
Earn Sahki 10 Ditto.
Pindi Dhothar. Persian.
7
Gadho , 8
Ditto.
Naransr . 8 buys The Koran.
Gi girls.
Khosar . 4 Ditto.
Chaharki 6 Ditto.
Ditto . 4 Ditto.
Pindi Ratti 5 Ditto.
Paharyanwali . IG Ditto.
Kot Machu (i Ditto.
Ghakkoki 5 Ditto.
Gotaryalalx 12 Persian.
Kalyanah 8 Ditto.
Bhagwal 5 Ditto.
W araichanwalah 15 Ditto.
Ditto 13 Ditto.
Haslanwalah 20 Ditto.
Khori 12 Ditto.
Kolian . 4 Ditto.
Matiol Walah 12 Ditto,
Sikarwali 15 Ditto.
Hil U Ditto.
Dhakranwtili 10 The Koran and Hadis.
ThiUai'yan 10 The Koran.
Begah . 4 Ditto.
!|^Dyan . 7 Ditto.
Barnanli 10 The Koran and Religions
teaching generally.

VA.xeB.kULi. Gtoshtkhi Schoom. MXHAIAKi SCHOOU.

Nawb of Vij^mob OBTomr. Knmb«r Nnmber Numberof Number Nnmber ot Nnmber

of o( Gnrmukhi of MahAjani of
Pathsota*. pupils. Schools. pupils. Schools. pupilp.

Kuny^h ......................................................................................... 1 8 ... 1 15

Taroki t . ..................................... ... ... 1 10 ...

Shadiwal K a l a a .............................. ....... ... ... ... ... 1

Khftlan . . . . . . . . 1 10
T^ndah ................................................... ... '1 " 9 1 10
Karyanwalah............................................ ... ... ... ... 1 13
Arah ................................................... 1 6 1 9
Tandanwalah ... ... 1 9
Barj’anw ali................................................... ... 1 1
Mdog ................................................... ... ... 1 ]6
Pindi BaMuddin . . . . . . . ... 1 35
Madhr^ ................................................... ... ... 1 12
Battow^l ... 1 12
Miitnwil . ............................................ ... 1 40
Kadhar . . • ^ • ♦ ... ... ... 1 15
Tok^ly^n . . . . . . . . 1 2 ...
Ganhar ... ... 1 5
Noth . . . . . . . ... 1 19
Kot Tar^nah . . . ... 1 19
M^nghi . . . • • • • > ... ... 1 17
Pindi K^ln . . . . . • • .. . ... 1 20
Thatta Allah . , .................................... ... ... 1 15
••• 1 9
Sanmal . • . » • • • • ...
Hig^vwalali................................................... ... i 12
Gotaryalah . . ..................................... ... ... 1 2S
Ghachyaa .. . 1 11
 ( 165 )

* P E S H A W A R D IV IS IO N .
KOHAT DISTRICT.
GENERAL ABSTEACT.

No. of No. of No. of No. of

Ko. of No. o f No. of No. of Total Total
Mnblabs and pspils. Patshaltts. pupiUi. Gurnjukhi pupils. Mabajaoi pnplls. No. of No. o f
3£adiasas. Bi‘huols. scboolB. schools. pnpUa.

Kobat 39 679 ... ... 3 41 ... 42 720'

K ohat.—Mohammad Amin, Kazi Hissam Uddin, and Rustum Gul are

the three well-known Moulyis in this circle.
There is a large Maktab, attached to a mosque, with 200 pu|2ns, who are
taught Arabic and Persian. Kazi Hissam Uddin, a good scliaj^ assisted by
six minor teachers, is in charge of the pupils and teaches th^^^£ifl(|itously.
There are also 9 minor Perso-Arabic Schools attended by 220 and also
a Gurmnkhhi School, attached to a Dharmsala, with 7 pupils ^ g l i t by Karm
Singh, who gets his income from fees. Gurmukhi is the subject taught.
T e r i has six mosque schools kept by Ali Gul, Muhammad Yasin, Abdul
•Hakim, Ghulam, Saiyad, and Akhir Sher. The first is a learned Mulla; the
others too possess a fair knowledge. Altogether, 65 students attend these
schools, who read the Koran and Arabic Grammar. The teachers get some
income from the zemindars.
Teri has also a Gurmukhi School kept at the house of the teachers, Rup
Lai and Brij Lai. The pupils attending this school are 21 in number. The
subjects taught are Gurmukhi and Hindi. Each pupil pays a pice every
Sunday.
L a c h i has one Maktab held in a shop whiqh is attended by 18. pupils.
Saiyad Ali Muhammad is the teacher; he can teach up to the 4th Class of the
Middle School. Persian, Urdu and Arithmetic are the subjects taught. There
is also a Gurmukhi School here, attached to a Dharmsala, with 13 pupils, who
pay 13 annas a month in all. Karm Singh is the teacher’s name.
SuKH T alao .—Mian Majid Gul, of the village Ziarat SheJeh Ala Dad,
is the eminent Hakim who practises in tliis Thana. At Jabar, Moulvi Ata
TJllah is a noteworthy Moulvi. '
S h a k a r d a r r a h has one Pandit in Mehta Hemraj. In this Police station
there is a Maktab with 18 pupils reading Persian, Gulistan and Boston a^d
the Koran. Mian Yar Muhammad and Mian Muhammad are the teachesrs, tie
former being a good Persian and Arabic scholar, and the latter a Mulla m
Arabic and Persian. The Teachers’ half-yearly income comes up to about 10
maunds of grain each.
N i z a m p u r .— There are three Maktxibs, attached to mosques, in this Thana.
One in Mamlun, with 12 pupils reading Arabic, Persian and Muhammadan Law
arid Grammar under Muhi IJddin, teacher. One iitJahbi, with six pupils, and
teacher Mulla Golab, and one at Nimal, with 12 pupils under Mir Husain;
they read the same subjects as above. The first gets Rs. 3 per mensem and
bread and clothing from the mosque’s proprietor, and the other t>vo loaves of
bread only.
GuaiBAT has one Maktab with 7 pupils reading Arabic and Persian.
Kothri, with 4 pupils reading the same subjects; with S jiupils and
* m - vo'ni'ns from tlie l\‘slia\v:ir i)ivi8ion arc incoiupleto, as the lVsh:iw.Tr itsoli' iias runiislu'il no
infonnatio'i ivi'anliiig its indii'enous scbpols, in spite oE ooiistuut applicatious to the I’oiLco and Civil Author­
ities.
Sl
 (1 6 6 )
Persian the subject of study; 6urza% with 7 pupils reading Persian ; Tulanj,
with 14* pupils atnd Persian the subject of study; Gandhali, Marchangi and
Basti each one, with 6, 2, and 10 pupils respectively, learning Arabic; Nakband,
Mahcth, Katta Kcmiy Yermhalam^ Taharlahuhar^ Ktrnddi and Talkan^ each
one, with 22, 2 ,1 ,4 , 8, 3 and 5 pupils, respectively, who are taught Arabic, and
one Maktab with 15 students, who are instructed in Arabic and
Persian.
H a n g t t . — Maulvi Muhammad Atuf is a learned Mmdm in this circle.
JSLdngiHitself has 2 Koran Schools, attached to mosques with 15 pupUs.
 ( 167 ) ,

PESH AW AH D IV IS IO N .
HAZARA DISTRICT.
GENERAL ABSTRACT.
= s = = .
N o, o f No. o f No. of N o. o f No. o f
No. o f Gurmukhi No o f M ah^i N o. of Tota: N o. Tota. No.
Diitrict. Maktabs and Patsbilas. papUs.
Madtasas. papils. schools. papUs. papils. of schools. of pupils.
schools.

U ta&ti . 80 1,026 3 85 16 1B3 1 25 99 1,2 9 9

S h ik I r i .— Moulvi Hamid Ali MullAn Tiy4 may be referred to as the

man supposed to be most eminent.
There is one large Maktab in thi^ circle attached to the mosque, in
which the teacher (name not mentioned) teaches Persian, Arabic, Syntax,
Prosody and Logic, to 40 pupils ; and gets 22 maunds of corn at each harvest
time. The small Maktabs are as tinder
i
E at Shikari attached to mosques, with iQ .papils learhing Persian and Arabic, and
1 „ Dhodhiyal, „ „ « « Muhammadan law.

has one large Gurmukhi School, in which Bh^ Rdm Kishen

teaches Gurmukhi to 22 pupils, and gets 8 annas ^is a fee from each pupil.
S U k d r i and B o d h i o d l have 2 Gunnukhi Schools, with 20 and 12 pupils,

respectively, learning Giirmukhi and Hindi in the first and only Gurmukhi in
the second.
<Gh a z i .—Among the names of distinguished Moulvis, Hakims, and Bhdis,
are found that of Hakim Ghulam Qddic of Dheri, Bhdi Parem Singh Bbarmsdlid
of Srikot, and Moulvi Hdji Muhammad N6r of Srikot.
has a Maktab attached to a mosque, with 15 pupils, under Moulvi
Hdji Muhammad Ntir, who/teaches Arabic and Persian religious books.
The teacher has no fixed income, but gets something from the pupils, at
harvests and festivals.
There is also a Gunnukhi School at Srikot, in wbich Bhdi Parem Singh
teaches Gurmukhi to 4 pupils. He gets his daily food and some com
K h a u p t i b . — Qdzi Ghuldm Husain of Khdnpur is the eminent Moulvi
mentioned in this circle.
There is a Maktab in Khdnpur attached to a mosque, in which Midn
Ahmad teaches the Koran, P'ersian and Ai^bio books, to 25 pupils. When a
pupil finishes the Koran or some other book, he then presents something to the
teacher.
There is also a Gurmukhi School at Kh^npur attached to the Dharamsdld,
in which Bhdi Ganeshd and Bhdi Pujdrd teach lande to 20 pupils. The
teachers receive their daily bread, and also a present when a pupil finishes
the Granth.
The two smaller Gurmukhi Schools, at JdwaJyd and Ghhijidn, are attended
by 10 and 16 pupils, who are taught Gurmukhi, Lande and Multiplication
tables.
Ooi.—^Moulvi Ntir Hasan may be referred to as the man supposed to be
most eminent in this place.
The largest Maktab, in this circle, is at Shamdahrdh, attached to the
jnosque, in which Moulvi Hasan teaches Arabic and Persian religious
 ( 168 )

books to 39 pupils. The teacher gets no monthly pay, but the people give him
something at harvest time.
The following are the smaller Maktabs, in this circle :—
No. 1, at Ganyan, attached to a mosqae, with 28 pupils, learning Arabic and

No. 2, at Arbor^h, ditto 24 ditto.

No. 3, at Bahndi, ditto 12 ditto.
N g . 4 , at Dehra, ditto 28 ditto.
No. 5, at Snfedab, ditto 5 ditto.
No. at Maluga, ditto 10 ditto.
No. at Bazar, ditto S ditto.
No. at Offi, ditto 29 ditto.
No. at Panjurfih, ditto 7 d^
No. 10, at Bashiddhj ditto 11 ditto.
No. 11, at Kot, dittb 4 ditto.
No. 12, at Malttkrah, ditto 16 ditto.
No. 13, at Bhag Bhdnd^ ditto 10 ditto.
No. U, at Masir Mahndi, ditto 12 ditto.
No. 15, at Kathiai, ditto M
No. 18, at Chhicbar Bila, ditto 14
No. 17, at Kabal B 0 i, ditto 10 ditto.
No. 18, at Kabal Pdin, ditto 7 ditto.'
No, 19, at Kondrab, ^ ditto , 4 ditto.
No. 20, at Chalandaryin, ditto 10 ditto.
No. 21, at Sb^fakot, ditto 11 ditto.
No. U , at TarSorah, ditto 16 , ditto.
No. 28, at Dindwfir, ditto 4 ditto.
No. 24, at DhatoH, di’^ 7 ditto.
No. 25, atTarwfii, ditto 4 ditto.
No. 26, at Bigary^n, ditto ditto.
No. 27, at Dilbori, ditto U ditto.
No. 28, at KSngu, ditto 4 ditto.
No. 29, at Chov Kalan, ditto 5 ditto.
No. 30, at Jaskot, ditto 14 ditto.
No. 81, at Chhichn, ditto 7 ditto.
No. 32, at Samalbot^ ditto 7 ditto.
No. 83, at Japet ditto 5 ditto.
No, 34, at Manyo!, ditto e ditto.
No. So, at Kewal, ditto 16 ditto.
No. 36, at Dewal, ditto 14 ditto.
No. 37, at Belian, ditto 32 ditto.
No. 38, at Kilk^, ditto 8 ditto.
No. 39, at Kotlah, ditto 7 ditto.

K a r e l i a n .— Moulvi Jaldl-uddin of Anurdh is the most eminent mm.

mentioned in the Police return, of this circle.
The largest Maktabin this circle is Bt Anurdh, attached to a mosque, in
which Moulvi Jaldl uddin teaches Arabic and Persian religious books to 10
pupils; he gets 10 seers of com at harvest time from each pupil; and the
villagers have given him land for two ploughs.
The following are the smaller Maktabs
No. 1, at Jagraa Bald, attached to a mosque, with 7 pupils being taught in Arabic
and Pei’sian religious books.
No, 2, at Jhokban, ditto 5 ditto.
No. 3, at Hdl Jadddl ditto 4 ditto.
No. 4, at Daltari, ditto 9 ditto.
No. 5, at Bhadurah, ditto 6 ditto.
No. 6, at Ladar Malag, ditto 9 ditto.

Ni-BAH.—Moulvi Midn Abdulldh of Chhapri is well known in this oircle.

The best M^ktab in this circle is at Chhapri, attached to the mosque,

which AbduUdh, BeduUdh, and Musd teach gratuitously Arabic and Persian
to 7 pupils.
 ( 169 )
The following are the other Maktabs in this circle
No. 1 at Satorali, attsicbed to a mosque, with 3 pupils, learning the Koran and Persian.
No. 2 at S»jkot, ditto 15 ditto.
No. 3 at do. ditto 12 ditto.
No. 4 at KayaUh, ditto 15 ditto.
No. 5 at Manhal, ditto 3 ditto.
No. 6 at Karchiia, ditto 10 ditto.

Sajkot has a Gurmukhi School attached to the teacher’s house, with

7 pupils, under Mussammat MuUo (widow of Mangla), who teaches Gurmukhi
and gets 6 pies i)er mensem from each pupil.
Satordh, Sajkot, Mohvi, Bari Behan, Mohdbri and Dhanak have Gur­
mukhi Schools each, with 8, 7, 3,10, 6 and 5 pupils respectiyely, being taught
Gurmukhi.
SherwI n .—Sherwan Kalan lias a large Maktab attached to the mosque, in
which Muhammad. Hayat and Qazi Faiz Talab teach religious and other books to
20 pupils. They get 20 maunds of corn annually; besides this they take what is
offered to them by anybody. The small Maktabs in this circle are at Thathi,
Gaghdt, Kangar Bdla, JdtM, and Ber, with 23, 17, 17, 17 and 11 pupils, re­
spectively. Persian and Arabic are tauglit in all these Maktabs except the last
one, in which Arabic religious teaching is only conducted.
Sherwdn Khurd has a Gurmukhi School, attached to a Bharamsdld,
where Tulsd Singh teaches Gurmukhi to lit pupils, and gets 6 maunds of
co^m per annum.
M-iiJSEHRA..—Am,ong the names of distinguished Mo\ilvis brought to ixotice
is found that of Moulvi Muhammad Saiyad of Dib Garan.
Pakhwdl has the largest Maktab in this circle, attached to the mosque, in
w hich Muhammad Ji (who is a distinguished scholar of Arabic, Persian,
Syntax, and Prosody) teaches Arabic, Persian, religious and other books
to 38 pupils, on an income of Rs. 20 per annum in money and kind. There
is also a smaller Maktab in the same village with 22 pupils. Bdtdh, Hansherydn
and Jalo have Maktabs, ea<jh, with 30, 30 and 32 pupils respectively. Arabic
and Persian religious and other books are taught in them.
H akipub.—There is a large Maktab at Sikandai^ur, attached to a mosque,
in which Moulvi AbduUdh teaches, gratuitously Logic and the Koran, &c., to
20 pupils. There are besides 4 Kordn Schools vrith 30 pupils.
Haripur has a large Pathshdld, attached to a temple where Jidl P^s, dis-
cifsle of Tin Ram Bairagi, teaches gratuitously Sanskrit and Hindi to 40 pupils,
and a Mahajani School, under Gurdatt^, where Lande is taught to !25 pupils.
The following Maktabs belong also to this circle:—
Name* of Teacbers. Hoaiber of
Ainirgul . . . . . . . . . i 6
Fateh Muhammad . . . . . . , . . ,1 0
Abdulla . • . . . . . . , . .,8
Ghulam Hosain . . , . . . , , . ♦ ^

MALlKOT.—Hakim Lakhmi Dds of Mdlikot is a niau of hig;h position in

this circle.
Mdldkot has only a Gurmukhi School attached to a Dharam^d where
Bhdi Shim Singh and Bhdi Juahir Singh teach Gurmukhi to 16 pupils, and
get a fee of one anna per mensem from each pupil.
A bbottI bad.—K hdn Akhonzdddhof Nawdshahr may be referred to as an
eminent man.
tl
 ( 170 )
Kaw^sliahr has a Gurmukhi School, attached to the Dharamsdli, in which
Mahan Singh teaches Gurmukhi and Lande to 30 pupils.. He gets a fee of
7i annas per mensem from each pupil.
'A private return mentions a Maktah at Ahbottabad itself, which is conduct­
ed by Mian Saifulla, a good Persian scholar, who teaches the Koran and element­
ary books in Persian to 14 boys and 6 girls and receives about Rs. 7 per mensem
in kind and cash.
 ( 171 )

D E R A J A T D IV IS IO N .
DEEA GHAZl KHAN BISTEICT.
GENERAL ABSTRACT.

No. of No. of No. of Total Total

No. of No. of No. of No. of Mali^ani No. of
District. Maktaba «nd pupils. Gnnnukhi pupils. Ko. o f No. of
pupils. Patshalas. schools. pupils.
Madraaus. Schoiils. Ucbools. pupils.

D. G. Khan 179 1,645 4,2 32 144 196 1,863

D e r a G h a z i K h a n .—Among the names of distinguished Hakims, Baids,

Moulvis, Pandits, and Bhais, brought to notice, are found those of tldho
Das, Baid Mtilchand, Moulvi Shakir Muhammad, Pandits Pamaanafi(| and
Bihari Lai of Dera Ghazi Khan, and Bhdis Sidhu Earn and Santok iMs of
Roghd.
The principal Maktab here is attached to a mosque. The number of students
in this Maktab is 28. They are taught the Koran by Hafiz Abdulmajid, a good
reader of the Koran, who only gets alms as a mullah of the mosque. There are
nine smaller Maktabs also, attended by 172 pupils, reading the Koran and
Persian. Dera Ghazi Khan has also a Gurmukhi and a Mahajani School, with
^ and 50 pupils, respectively. Pobh6 Ram conducts the Mahajani School and
gets about Rs. 6 per mensem.
” The Maktabs in the su^)urbs of this Thana are at Khaki, with 20 pupils
reading the Koraiii Persian and Arabic; Gaggu, with 19 pupils, readins? the! Koran
and Persian; Jhak Otra, with 12 pupils, studying the Koran; Bekra.wiih
8 Perso-Arabic students; ^Nurpur, with 10 Persian and Koran-reading pupils;
Samina with 8 Arabic and Perskp-reading pupils'; Basti Eaji Muhammad
Akram^ with 9 students taught' in Arabic Grammar, Persian and the Koran,
and with 7 puj^iisrrkd^g the Koran.
There is a PathshdM inra private house at Dera Ofidzi Khan, in which Pandit
Bihari Lai, with fair abilities in Sanskrit, teaches Sanskrit to 8 pupils. He has
no fixed income. 'Jhere ii also another Pathshdla under Kahan Das, with 25
pupils. Bhai Sidhu Ram has a Gurmukhi School at his own bouse, where 10
pupils are taught gratuitously by him. Sohu Ram Ojlia teaches gratuitously
in a Hindi School, where there are 28 pupils.
Maktabs here are not prosperous, owing to a want of interest fpx Miration
on the part of the people. There is no Mahajani School. B o^ , ge|erally
read M ahajani w ith some of their relations.
A h m e d A d i has a Maktab with 7 pupils reading the Koran. Moulvi%ateh
Muhammad of Kala is the eminent Hakim, and Darvesh Muhammad, the
famous Moulvi, in this Thana.
The best Maktab in this Thana is at Ghtmman. It is attached to a mosque.
Qdzi Darvesh Muhammad, a fair scholar, teaches books in Persian, geneiul
knowledge and also the Koran, to 12 pupils. His income in cash and kind comes
to Rs. 20 yearly. This income consists of daily broad and sometliing in cash
paid on marriages and deatlis and on the finishing of tlie Koran, also some com
at harvest. There are some other Maktabs situated at Land, Kedalwala^
Rand, Phuphrdr, Biti Mukal and Kala. There are 34 pupils in all attending
these IVIaktabs. The subject of study is the Koran.

K ot C h h a t t a . —The most famous literary men in this locality are, Moulvi

Hafiz Din Muhammad and Saujad Rahmat Ulla Shah.
The two principal Maktabs in this Thana arc one at Lakh Sawar and the
other at 31anai both attached to mosques. Hafiz Khuda Bakhsh and Ahmed
Shah are the teachei*s, who teach the Koran and iVrsian. ':4'hc number of pupils
 ( 172 )
attending each scUool is 39 and 24j. The teachers have no income but what
they get as alms.

The nainor schools, with their details, ?are given below':

No. of IPupils.
Subjects taQght.
O^ Malnna . #
§ % BaHi Bakiani . {5
The Koran.
•3 s Lotak D itto.
” a . J;8 The Koran, Persian and Muhmad-
a «s an Law.
O O Shah Jamal . 115
The Koran and Persian
• Arain .
-■5
ti <u JdJchhar .
1<4
D itto.
D itto,
o • D itto .
Kamana 8 D itto.
Riauat ChoU 227
Ditto,

a^e Maktabs m this Tliana are not in a flourishing condition Peonlfi

take httle interest T^chere don’t get amything either in cash or kind Hindi
and Mahajam are taught at home hy the Kelatiyes of the pupils, no such school
being m existence. ^ ^

IUjANPCB.-Moulri ^h am ad All, am author, of Sa/a„pur, and Moulri

Musa, also an author, of ^ofla Ism, are the famous Moulvis and t L w l ,
with Khuda Batoh of Sotla Ncmr. mve the well-kn^n Hakims ThJ
Pandits are Khushi Earn and Joya Bam. *

There are three Maktabs in Saja«pmr with 15 pupils ; one of these with
4 pupils 18 attached to a mosque, ’where M ou h i Ghulam Husan, a »ood
teaches poetry. He has no income but wJhat he gets as a Mu]lah” % 1 ^
has ^so a P a t h ^ a , where Khushi Bam aind Joya Earn teach 10 pupils in Nam^
Sanskrit and Hindi gratuitously. Theres are also 2 Gurmukhi schooU h S ’
attached to Dharm^las, one with 3 pupilss and the other with 5. They derire
their moome from the followers of Sikhisjm. The other maktabs in this Than»
are-one at Kotla Isan with 4 pupils, and one at Kotla p S
In both poeti^ is taught. pupus

FAnLPiTB.—There are no notewortihy schools of any descrintion in +}.,■<.

Thana. Boys in their nonage re ^ a Ufctte with the MuuL attac£id to mo“
ques, and when they grow up a little awe called to help their narpnt«
Maktabs exist in certam Tillages as showm by the statement below '

Naine of place. Teacher's name and Qiraali. Teacher's ineoae. Snbjecta tSB^ht.
fieations

Afte'cVied to
1 Sangpur , Ghnlam Mahammnd; kcnows 6 Com as a mullah and The K<Sren and Per.
Persian and the K<$rsQi not as a teacher.
Mofiqat^a. 2 Bekk . . Kabi Bakhsh; knows Ara­ 7 Ditto.
slan.
bic aud Persian well. Arabic and Persian.
3 Sukhdniwdld Ails Bakhsh; knows Per­ 10 6 boras of wheat and Persian.
sian op to Sikundarui&m^ Bs. 24 yearly.
4 ShiJcarpur . Chanda Ram ; passed iniid 8 Es. ] 5 par month. Engliah, Persian
die school examinatiom.
Mahammad Bakhsh; kinows and Urdu,
3 As No, 1 The Kdran.
little Fereian and the E<5ran
6 Kotl» Jtads^at Inayat Ulla ; knows Ara­ 2 Bitto Ditto.
bic and Persian well.
Attached to 7 Gujjur Wait Alla I)illa; knows thea Ko­ »
Mosqacs. < Ditto Ditto.
ran and a little Peraiam.
8 S bili Khudai Ahmed AH ; knows Ara­ S Ditto D itto .
bic and Persian well.
9 Mehr'mala . Qhnus Bakhsh ; kinows 4 Ditto The Kdran and Pcp-
the Kdran and Persiaui.
sian poetry.
Ali_ Mnhaminad j krnows 6 chonas of wheat
\lO Noghehra Arabic and Persian. yenrly and a suit of Persian.
clothes, six monthly.

In the three Maktabs, where the teachers have a fixed income, thev tpich
(BKona ot rank, and get their pay from them. In fact, as a rule the
teachers teach at the houses of their emp>loyers. *
 ( 1173 )

J o f Sckools, §rc., %oith the; details connected with them in Thana J am pur.

M a k it a b s .

Teacher’ s name i and liis Income of No. of Subjects

Names of places. qiialificationas. the teacher. stttdents. taught..
E emakks.

Kotla Diwan Hafiz ftamana, knows Daiiy bread The K6ran Here there is a
the K6ran only^. Hakim of the
name of M.it-
M u h a c i mii.
Paahn.
Basti D u lca r ......................................... 5'ateh Mnhammaad, tao- Do. Persian
doraio ability iin Por-
siar..
Muhammad^iur • ■ • ' Qasiii Ali Muhaammad, Do. Do.
moderate P e ) r s i a n
schoL'ir.
Boliwdla . • _• Mian Hyat, mooderate Do. The Koran.
Persitin and Arabic
scholar.
Badi Ahdiwala . . • • Mian Khan ‘Jhab i . Do. Do.
Q a z i w a . l a ......................................... Man Ah^acd, mooderate Do. Persian
Arabic and 1Persian
scholar.
Basti Muhammad Bukhsh A'lrt.dani Hafiz Dosh Muhnmamad Do. Tlio Ki'.raii.
Hafi?i-i-K6raii.
BasH MuhammaA Khan Amdani . Giivilana Mohanaimt^ d Gratuitously Do. .
Hafiz i-K6ran. \ \
H i r o ................................................... Hafiz Abdul Majiid, mo- Daily brcat Arabic .itid
dorato Arabic aLnd Per­ Poi'sian.
sian scholar.
Ada m Ghar Kohna Khan Muhammad,!, knows Do. The Koran
the Konxn and la little ajui Persian
Persian.
Cliali Bhabhlwala within the limits of Moiilvi Bahuwal i Uddin, Do. Pcv^siiin and This teacher :s
Au.:%m irhas Nau. a g043d scholar ■in Ara­ Arabic. bhti f a ui o a ,s
bic and Persiana. Mon! VI of tlsib
phice.
BadrKhagic . Alla Bakhsh, a reader Do. The Koran.
of the Koran,
Landi Patfifi . Mian Ali Muhaammad, I'o. 7 The Kornn.
modeiate miretrsv.vn. anil PcrsivLi!.
Baeti B,ana . Mnhammad Y a r,, k;Aws Do. .“S The Kurai'.
the Koran.
Pangora . Nasir knows thet> Koran Do. Do.
Khanwah Sohanra, moderaato abi­ Do. Persian
lity in Poiaiain and
Arabic.
K otla Shah M ir AUrn Niu’ Mnhammaad, mo­ Do. 12 Arabic :',nrt
derate in Aralbic and Persian.
Persian.
adi Shah Ali Hassan, modercate in Do, -1 Persian
.Persian.
Wahgana, Iroam Bakhsh, knows Do. (i The Koran.
the Koran.
Ja m p iib Ghnlam It o h a i m m a d Do. Do. . S’oarf Dir anrt
Shah, knows tthe K6- 0 he ta r Mai
ran. are the note-
w o r t h y Ha-
kiras-
Bo. Eamzan, knows i the K o ­ Do. Do. .
ran.
Do. Abdul Uahim, knows Do. Do. .
the Koran.
Do. G h u l a m Muhaammad, Do. Do. .
knows the K6rran.
Do. K azi Karim IBakhsh, Do. The Koran
knows the K6rran and and Persian
Persian.
Do. Hafiz Taj Muhaammad, Do. TJie Koran.
knows the Korran.
Kotla Mughldn Here b'vos D "st
Ali, Hakim.

P a t j ij s h a l a s .

Kotla Mughlan Pandit Shib Dyral. fn ir Do. . 0 Sanskrit. . Has :ilso a thiir-
ahiiity in Sausnkvii. miilcai Si^jiooi
.1' a
1 Dhara ni a. I n ,
with [uipil.-!.
'J'ho toti'hor's
nrmii' is llur -
nniu D:is. Ho
f ' t s his daily
broad.
K ot Tahir Anand Pnri. fain- ability Do. . 3 Tto.
in Sanskrit.
Jam p O b Mcfjlia Haul, faitr ability Do. . 15 Do.
for Sanskrit

K o t M iTTnA N — M o iilv i N u r M i u l u i i u m a d is tlie i’liinoii.s l ic r c v iiia iy l i a l d i r

in tliis city.
 ( 174 )
In this city there is one Maktab attached to a mosque having 19 pupils
learning the K6ran and Poetry. Moulvi Kur Muhammad, an excellent scholar,
and Nabi Bakhsh, are the teachers. They have no fixed income but live on
alms.
The other minor schools in the suburbs are at Nurpur, with 10 pupils read­
ing theK16ran; Dera Bhai, with 10 reading Poetry and the K6ran; Bhdnsar^
with 7 reading the K6ran; Murghai, with 6 reading the K6ran ; Kotla Ged-
ishahy with 6 pupils being instructed in the K6ran and Poetry; Kotla JSasan
Jamra with 6 K6ran-reading pupils; Madgola 1 with 4 Koran and Poetry-
reading pupils; Bdmanka with 3 Koran-reading students; JBash Saddiq with 4
Poetry-reading boys; Baati ^onatira^ with one K6ran-reading pupil;
•wdth 2 K6ran-reading pupils; Basti Dhagar^ with 3 pupils reading the
K6ran and Poetry; Basil Bahli with 2 KcSran-reading pupUs. All these, with
the exception of three are attached to mosques.
Tatjnsa.—“In this circle Maulvi M^hammadteusain and Maulvi Muhammad
Yar of Tonaa and Maulvi Muhammad Shah Alam of Sokar and Maulvi Muham­
mad Husain of JDomar are distinguished Arabic scholars and experienced
physicians, K h ^ Shah Sayyid of Ghani is an illiterate poet. Maulvi Musa of
Tonsa is an eminent Maulvi.
The principal maktabs in this circle are: 8 in Tonaa under Maulvi Mus^,
Myan Hayut and Hafiz Ahmad Ali, respectively; 1 in Sokar under Maulvi
Muhammad Shah Alam; 2 in Mangrota under Hafiz Chandan and Myan Jandu
and 1 at Kot Kaaram under Myan Jan Muhammad. The number of pupils
attending all these schools is 184 (out of which 10 are girls), and the subjects of
tuition are Arabic, Persian and the K6ran.
The other Maktabs and Kdrsan schools'^ tlie^circle are as follow
Place, No. of pupils. Subjects taught,
Bo;8 . Ciirlg.

Maine (Western) , , 5 The K6ran.

Ditto (Eastern) . 16 Ditto,
Makdl (Majoo) 2 maktaba . 7 Ditto.
Cholani . a Ditto.
Bafiti Usman Shah . . 1 ■ ■« a Ditto.
Sanjar , . 35 •«« Persian.
Matto . 6 ••« The Koran.
Darabi . . 6 6 Ditto.
Biehbra . . 5 Ditto.
Bicdi . 6 f *« Arabic Grammar.
iDaera Dinpanah . . 8 ••» The Kdran.
Jhan^ (Northern) . . 4 ••• Ditto.
Ditto (Southern) , . 7 •♦• Persian and the Kdran.
Dona (2 maktabs) . . 23 «•« Ditto.
Bolani . . . 2 3 Ditto,
Morjbingi . 5 Ditto.
Mari Ditto.
Manjhota . . 8 Ditto.
Tibbi Kasrani. . . 4 2 Ditto.
KaziWali . 1 Ditto.
llatira . . . 9 ... Ditt*.
Basti Buzdar . , 17 Ditto.
Binda . . 6 ••• Ditto.
Mtmdi’atii (2 maktabs) . 23 »•« Ditto.
Bughlaui . . . 7 Arabic Grammar.

H aranb.'—Myan Aqil Muhammad Rais of Harand is a most distinguished

scholar and author in this circle.
There are Maktabs in Harand 15, Baati Tanch Alt inih Zy Lundi
with 6, Lalgarh with 10, Miranpwr with 8, Bhakkarpur with 7, Tibbi Litndan
with 10, Judrindan with 10 and Banbli with 4 pupils.
The subjects of tuition are the K(5ran and Persian.
Yi-BU.— Ghulam Muhammad Kuraishi is the famous Moulvi in this Thana.
 ( 175 )
There are no schools in this Thana with the exception of the following
minor Maktabs at Bdtil, with 16 pupils reading Hadis and Eiqa; Ydru
with 15 pupils reading Persian and the Koran; Baati Sot^ with 26 pupils
reading the Koran and Persian; Sadar Dui, with 13 Koran-reading students ;
Jarvmr, with 9 Koran-reading students ; Chhahri Wdld, with 10 pupils reading
the Koran; Sandela, with 20 Perso-Arabic students. All these Maktabs are
attached to mosques.
OJHAN has a Moulvi of the name of Musa, and a Bhai of the name of
Santokh Das.
This Thana has a Maktab, attached to a mosque, at which 25 students attend.
Moulvi Musa, a good Arabic and Persian scholar, teaches Arabic, Persian and
the Koran to these pupils. He gets 10 Rs. per month from the Nawab of the
place. There is also a Gurmukhi School, attached to a Dharamsala. In this
school Bhai Santokh Das instructs 12 pupils in the Granth. He gets Rs. 15
monthly from the city panches. There is a minor Maktab at Kotla Jdjir,
attended by 14 Koran-reading pupils.
D a j a l .—There is one Moulvi mentioned in this Thana, whose name is
Murid Ghaus and who lives at Nushehra.
Bhatti Sulgyan in this Thana has a Maktab with 6 pupils, attached to a
mosque. The teachers are Moulvi Ghulam Haidar and Moulvi TJsman, men of
moderate abilities. Their income amounts to about Rs. 60, in kind, yearly.

♦E x t r a L i s t ,
Lala Aya Ram, District Inspector of Schools of Dehra Ghdzi l^han,
sends the following list of schools:—

Ko. of Losallty, Number SntijecUi tanght.

Kames of towns and villages. Uaktabs. of pupils.

T a b s iii S a n q h ab.
Attached to
Basti Nasir 1 Mosque B The Eor&Xj and Penian (Qnlistan and Bostau.
Haiti Shah 1 Ditto 6 Ditto.
Chandaraw&ia' 1 Ditto 6 Ditto «nd Persian (Gnlisl^n «nd Bpstlin).
Fanja X Ditto 5 Ditto ditto ( ditto ditto ).
Aliwdld . 1 Ditto . 6 Ditto.
Haji fiamand 1 Ditto 6 Ditto ditto ( ditto ditto ).
Basti Maldni .
Yaki . ( There are only one or two
Jam . ' 20 Th« K o r i n . } places,
Aisam ' . 6 Ditto me Korfin, < therefore the tot*I nnmber
Nfttdk . (. for an is only stated.
Hisi6 .
HorA 1 TDitto 7 The Koran.
D5jal . 4 Ditto . 26 IMtto and Persian.
Ba^i Maggd 1 Ditto . 5 Ditto.
Danwar . 1 , Ditto 7 Ditto.
H^jipnr . 1 Ditto 6 Ditto.
B«8ti Pttnar
Hajo 4 Ktto 10 The Koran.
Kot Jdnn
Akilpar . 4 Ditto 10 Ditto.
Dhaggo . 1 Ditto 10 Ditto.
Baati Kotla Mold .
KotU Ahmad .
B a s ti lam ail , 6 Ditto 30 Ktto
Gabol, Basti Binddn
Kotla Sher Muhammad

Tommy Mangrotdf Sokar, I>era Ghdzi Khan, and Kdtld have each a
Mahajani School (the first four attach^ to ^hops), attended by^ 11,10, 30,
30, and 5 pupils respectively. The subjects taught in the first, four are Lande
and Multiplication tables, and in the fifth onjy Lande,

• Besides the principal schools attached to mosques, there are one or two boys found reading in almost every other
mosque. . '
 ( n e )

DERAJAT D IV IS IO N .
BANNTJ DISTRICT.
GENERAL ABSTKACT. .

No. of Total
No . of No. of No. o f No. of. tandeor No. o f number of Total
No. of No. of Ourmnkhi nnmber of
P l S I E lC T . iMaktabs and Sanskrit Pupils. Pupils. Mahajani Papiis. Iiidigenous
Pupils. Schools. Papiia.
Madrasas. Schools. Schools. Schools.

Bannu 105 1,340 14 221 75 122

Bannu.—-Ghulam Jan, Mansa Earn, Chhotu Earn, Bahawal Khan, Kura

Earn, Tika Earn, Beli Earn, Vazir Khan, Najaf Ali are the noteworthy
Hakims; Qatub Uddin, Amir TJlla, Saleh Din, Khair Ulia, Haji Gul, Muhamad
Alim, Golam Ynsaf, Euh XJlla, Badar Din, Mir Eiza, Alim Khan, Nur Ulla,
Shah Jahan, Gulab Din, are the well known Moulvis; Lekh Eaj, Kahar
Singh, Earn Das, Kanhya Singh, Bara Singh, Niranjan Singh, Gurdial Singh,
Niiial Singh and Sant Singh are the Bhdis.
E d w a e d e s a b a d . — There is an Urdu and a Persian School at Bdwardesabad,
held in a Shivala, attended by 25 Urdu and Persian-reading pupils. This
Maktab is conducted by Kabli Mai, who has a fair knowledge of the subjects
taught. No Patshdla .exists here.
There is one Gurmukhi School connected with a Dharamsala. The numer­
ical strength of this school is 25. In this school only Gurmukhi is taught
by Bawa Earn Das, who gets Es. 2 per mensem.
There are two smaller Gurmukhi Schools besides this, attended by 36 pupils,
This tliana has one Mahajani School. Forty students attend this school. The
teacher's name is Duni Chand, who teaches Lande and Nagri. His income
from the students amounts to about Es. 10 per mensem.
M i a n w a l i .—Dost Ali is the eminent Moulvi in this Thana, and Asa Singh
t!ie noteworthy Bhai. The other well-known Hakims in this Thana are Devi
Das and .Jasvant at VattcTKliel and Abdul Easul at Chak Dala.
There are two ]\Taktal)s, attaclied to mosques, in this place, attended by
20 students reading the Koran.
The other Maktabs in this Thana are, one at Van Majhran^ with 12 pupils.
Vat to, KJwil, with 12, Bilhi Khail has three \Yith Kundian 2 vfit\\ 20, Shahbaz
Khail 1 with 12, Selhwan 4 with 5-3, Fhakra 3 with 51, Mma Khail 1 with 50,
Ckakrala 1 with 15, and Monza Gil 1 with 18. All these Maktabs are attached
to mosques, and in all of them the Koran and Muhammadan Law is taught, with
the exception of Sehman and Fhakra, where Arabic and Persian are taught.
They have no fixed income. Some teachers get something in cash and others
in kind up to Es. 2 or 3 a month. The teachers possess moderate abilities.
Pathshalas there are none in this circle. There is a Gurmukhi School in each
of the following villages: Vatta Khail, Kundian, JBillu Khail, and Musa
K hail; the number of pupils attending are 5, 8, 10 and 20, respectively, the
subjects tau'.,^ht being Gurmukhi, Hindi, and Vyakarn; all are attached to
Dhdramsalas.
T1 well-known Moulvis of this Thana are Ahmed Din in Vatta Khail,
Syed II, sul in Mo.jhran, Ali Muhamad in Selhawan, 0\\wa.Yicm Gil, Syed
Ahmed in Mm Khail, and Qazi Ghulam Nabi in Chakrala.
Tlie Pandits are Jassu Lai in Billu Khail, Lai Chand in Kundian, and
Devi Dyal in Musa Khail.
Tlic ]5hais in the.suburbs are Gyan Singh and Gauhra Eamin Vatta Khail,
Kaiiar in Billu Khail.^ and Bhagfit Singh in Kundian.
 \ i.T/ )
Mojha.—Qazi GImlam Mustafa of Shakarpari is the famous Hal'.im in
this Tliana. He is in medical attendance on the Malaks of Kala Bdgh„ Tliie
well-known Moulvi is Gimlam Husain of Vahe Vdli, Mul Sant Sukli is the
eminent Bhai of Mojha.
There are no Schools, Maktaljs or Pathshalas in this Thana. The Imams
attached to the mosques teach the Koran to a few boys ajid get in return bread,
corn at harvest and some cash on tlte occasion of the pupil finishing his Koran.
K alA Bagh.—Has one Maktah held in a mosque, iu deli only the Koran is
taught to 70 boys by Hafizes, Ahnied Mahniud and Ghulam liusain, and Sliaraf
Din, who arc all of them indifferent scholars. The teachers get bread and
nothing more.
Isa K h ail.—Mian Muluk Ali of Kulur is the eminent M'aulTi in this
Thana, the well-known Hakims being Roehi 11am of Kamru, Glriilam Muhani^
mad Shaikli of Isa Khail, Qazi Abdulla and Ghulam Ali of Kanglantvala,
Ram Bakkha is the noteworthy Pandit and Gurmukh Singh the first Bhai.
Isa Khail has six Maktabs, attaclied to mosques, with 118 pupils. In these
the Koran, Hadis, Urdu and Persia'^i are taught by the following teachers Qazi
Nur Kamal, Mian Haji, Ghulam Haidar, Mian Ahmed Ali, Fateh Sher Ali
and Mussummat Bakhtan, wife of Ali.
Kalur has 3 Maktabs and a Gurmukhi School, attended by 21 and 5
students respectively; the Maktabs being kept by Mian Maluk Ali, Sultan
.Ahmed and Zaman Ali, and the Gurmukhi School by Pokhar Bam, The sulj-
jects taught in the Maktabs are the Koran, story books and Hadisc
Tiirg has 4 Maktabs, with 23 pupils, taught by Mian Ghulam Muhammad
Nur Alim, Ghulam Ali and Hafiz Khoja. There is also a Gurmukhi School
here, with 6 pux^ils, taught by Bhdi Khem Chand. The Koran is taught in the
Maktah and Gurmukhi in the Gurmukhi School,
K amae. Mashafi.—A t this place there are 3 Maktabs with 20 pupils
who read the Koran and books on poetry. The teachers’ names are Muhammad
Azim, Ali Muhammad, Muhammad Shafi. They get no fixed salary.
Muhda Khel has one Maktab, containing 7 pupils, who are tauglit poetry
and the Kdran by Imamuddin. The teacher has no fixed income.
PiLAN.-—Here there is a Maktab held in a mosque. In this Mian Hamand,
a grieat Arabic and Persian scholar, teaches the K(5ran to f)0 pupils gratuitously.
There is a Mahajani School with 8 pupils, who are taught Lande gratuitously
by Makand Ram.
HarnoU has one Maktab, in a mosque, in which Khwaja Umar, a man
of learning, gives lessons in Arabic to 18 pupils gratuitously. There is a
Gurmukhi School also, attended by 80 pupils who read Gurmukhi with Bawa
Amar I)as, an IJdasi Eaqir. This school is attached to a Dharamsala. Instruc­
tion is giveu gratuitously.
L akki.—In this Police station Gopal Ram, Hwara, Abdul Rahman and
Thala are the famous Hakims ; Ali Muhammad, Muhammad Husain, Jauhar
Shah., Hurana, and Abdul Wahab are the Moulvis.
There are two Maktabs here attached to mosques, with 40 students reading
Persian and Arabic, Moulvi All Muhammad and Muhammad Hassan, good
Bcholars in Arabic and Persian, are the teachers. This Thana has also two
Gurmukhi Schools, with 12 boys, attached to Dharamsalas. Kalu Shah and
Hardit Shah are the teachers.
Ldfigar Khail ofSathi Khan; Ghulam Moman Khail, Ahmad Khail. Baggu
Khel, Kamal Khail have each p, > a Maktab, with 16, 8, 9, 60 and 12 pupils.
In these the Koran and Arabic a taught. The first is attached to a mosque.
Gi^^r Law a n a . —In this Thana there are four Maktabs, one in Ghor
Lawana with 10 pupils, one at Ismail Khail with 11 pupils, one at Muza^ar
Khan with 5 pupils, and one at Rardauu Shah, with 5 pupils. The first
V7 1
 ( 178 )
three are attached to mosques and have for their subjects of study Arabic,
Persian and Pashtu, the fourth is rxot so attached, and Persian and Urdu are the
subjects of tuition. Muhammad Akbar Shah, Moulvi Ahmed, Gul Muhammad
and Gul Hasan are the teachers. They know little Urdu, but are good scholars
in Pashtu and Arabic. Their average monthly income, in kind, is Es. 6 aich.
The famous Maulvis in this Thana are, Maulvis Muhammad and Muham­
mad Akbar Shah.
M a r b a k .—In this Thana, there is a Madrassa at Hamd^ with 14 pupils
taught by Abdul Majid, of moderate abilities. The subjects taught are Urdu
and Persian. Teacher’s income Rs. 5 a month with daily bread. There is a
Mahajani School at Ndwdr, in which Lande and a little Gurmukhi is taught to 27
pupils. This school is held in a Dharamsala. Teacher’s name is Lekhraj, who
gets daily bread from the guardians of his pupils.
Additional Lint of Schools receivedfrom a private Inforfoant.
M a kta bs .

Katne of Village cr Town. Ifame of Teacber, Wnmber of Mnmber of SabjectB ta^ht.

Bchools, pupils.

AM Khail . ••• 1 8 The Kdran and Fiqa.

Pdindah Nichan Khail . ••• 1 8 Fiqa and Poetry.
KhoedM Khail . S 12 Fiqa, the Kdran and Po^iy.
Baddewilk . • • 1 6 The Koran.
Deo Khail . • • ••• 1 6 Do,
Zangi Khail . • • ••• ^1 8 Grammar and Piq*.
Sayad Khail . • • • ••• 1 6 The Kdtan, Podaqr, Books of Medicine. '
Xbak Khail . • • • ••• 2 40 The Kdrsn, Poetry, Books, of Medicine.
• » » 1 12 The K(5ran.
Mir Azam Michan Khail. 1 8 Grammar, Poetry ^ad Hqa.
Uv\i Khail . • • • Muhammad Hoa- 1 16 or 25 Fiqa, Grmmar, Syntax, Mantiq, Natnral
sain. Sciencei^ Mathematics, Hadis, l ^ i r ,
Persian.
AU Muhammad 1 10 Fiqa, Grammar, Syntax, Mantiq, NHtnral
Sciences, Majihematios, Hadis, Tsfsir,
Persian.
JawahirShih 1 20 F qa. Grammar, Syntax, Manti^ Natnral
iciences, Mathematics, Hadis, ' Ta£sir,
Persian.
tft* 8 11 Fiqa, Grammar, Syntax, Maniiq, Natnral
Sciences, Mathematics, Hadis, Tafsir,
Persian.
i^&dir Khail . • ' .M 1 4 The K6ran.
Baiiist Khail . • • ••f 1 8 Do,
Titar Khail Gat^ Khan . . t*. 1 8 Grammar, Fiqa aud Poetry.
Jang Khail . • • • 1 9 The Kdran.
Daalat Tojah Z&i ■ 'v ■' 1 4 Fiqa.
Shemdn Khail 1 6 Do.
Ghazni Khail . • * • •«« 1 8 Grammar, Poetry end the E<$ran.
Gandi Umar Chak * ♦ e ••1 1 i Poetry and Fiqa.
Landewah • • • 1 15 Fiqa.
Manaandi • . • ... 1 15 Do.
Zdfar Khail . • • • i 5 Poetry, Fiqa and the Kdran.
Adam ... 1 12 Poetry and Fiqa.
Ahm^ Z&i • • • ••• 1 8 Do. Do.
litri Khail . • • • 1 4 Fiqa.
Taiori • s ... 1 12 Do.
Taihfci Khail . • • » ••• 1 4 Do,
••• 1 8 Do.
Kot Kashmir . • Kliair Mahammad. 2 22 Fiqa, Grammar and Syntax.
Warli • * • 1 6 Fiqa.
Garhi Barkhar^r Faqir . ,,, 1 8 The Kdran.
G^rhi Sultan Mahmud Kh^n . 1 5 Poetry,
SahibdM Kh&i MaidM Khail, ,,, 1 4 Do.
Alim Shah Khail • 1 12 The K(5raa.
Mudni Khail . # • * 1 8 Do.
Basti . . 1 6 The Kdran,Fiqa and Persian.
Kdr Hatdeo Shah . . .. 1 6

QwmvJchi Sehooh.

m n i Khel . , HarditShah . 1 6i Gurmukhi.

Kir Hardeo Shah • • , Hardeo Shah's goiI. ,1 81 Do.
or grandson.
 ( 179 )
Another private informant adds the following names of eminent persons
and of indigenous schools in this district :■—
B a n n f . —Pandit Totta Ram; Maulvia Eaizullah, Muhammad Hayat,
Ghulam Kadim; Bhai Tek Singh and Dai-a Shah, a famous Pashtu poet.
I s a K h a i l .— Hakims Amirchand, Lalchands Dasondha Ram, Niir
mad, Shaikh Najaf, Nur Muhammad second. Dost AH, Ghulam, Husain, All,
Pazal and Haidar (an oculist and surgeon famous for his skill in lithotomy);
Maulms Kazi Nur Kamal, Ghulam Rasdl, Muhammad Husain, Jan Muham­
mad, Imam Din, Muhammad Asam and Bahauddin; Pandits Ganesh DaSj
Basdeo Ram, Euchi Ram, Topan Lai and Ramdyal and Bhais Naravan Singh,
Wasewa Singh, Ram Singh, Shivdyal Singh, Perdhan Singh, Khem Singh and
Bh&gat Pohkar Das.
M ia n W a l l — Shamgir; Ramchand, Behari Lai, Chhail
Das, Sham Das; Maulms Ali Muhammad, Sayyid Rasul, Muhammad Hayat,
Nur-i-Mustafa, Hafiz Ghulam Husain, Ghulam Mustafa and Kamruddin and
Bhais Gulab Singh, Bava Amar Das, Kalyan Singh and Asa Singh.
L a k k i . —Maulms Khair Muhammad, Qul Ahmad, Sualeh Din, Tahir Din,
Jan Muhammad, Ibrahim, Jan Muhammad second, Zaafran and Umargul,
Bhai Sarup Singh.
The following are the schools to be added to those already recorded
Place. No. of schools. No. of pupila. Subjects taught.
Salima 1 A3 The Koran.
Bazar Ahmad Khan . 1 20 Ditto.
Jandu Khail 1 20 Ditto.
Katti Sadat 1 20 Ditto.
Marban . . 1 n Ditto.
Akbar Khan. . 1 10 -Ditto.
Multau . 1 6 Ditto.
H.B.—The above return reached too Ute to enable me to enter the names of the above jcholars in the ligt cf
Hanlvis, &c., ia Part V,
 1Ni

mMAJAT IJIV IS IO N .
m il A ISMAEl. KHAN.
general abstract,.

Tliere are very few indigenous schools in this district. The number of all
kinds of such schools, the pupils attending them, and other particulars connected
therewith are given in detail in the accompanying statement:
1 . M a b e asas.—When a Mulla iia. a village or town takes up the task of
giyiiig’ religious instruction, he goes an d sits in a mosque and in a few days 4 or
5 llttie boys collect round him to learn to read. These are often sent to the
school by the parents to keep them out of mischief rather than receive useful
lessons. The method of imparting ins“truction is very defective. Boys are re­
quired to learn by rote each word of their lessonsj, and the consequence is that
very few of them ever succeed in finishing the Koran. As soon as the boys
get older they leave the school to assist their parents in their respective callings:
80 that after having spent 4 or 6 years or even more in the Madrasa the boys
are as ignorant as those who have never seen the school. The income of village
Mvillas is not fixed, but a fee called “ Bismalla ” is paid them by the agriciS-
turalclasses on the occasion of collectijig their grain heaps. The people of the
village also give “ Wazifa ” or baked bread to the Mulla every night. On the
occasion of a festival also the “ Mulla ” obtains food and other presents from
the villagers. When the pupil finishes a chapter of the Koran, he must give
some “ Hadia” or present to his teacher before commencing the next. But all
these presents are considered to be alms, and it is always understood that he
teaches the 1joys gratis.
2. O t h e r R e l i g i o u s B o o k s . —Religious instruction other than lessons in
the Koran is limited only to a small n^umber of Talib-ul-ilms. These generally
quit their homes and attend such Madrasas, the teachers of which are noted for
their knowledge in Arabic literature. They mostly subsist on “ Wazifas ” sent
to the mosque by the people. In some instances they beg their o t s t i bread.
The most eminent schools of this class are in Dera. They are two in number,
and the names of head Maulvis are Salih Muhammad and Abdul Ghafur. Re­
ligious books, logic and Arabic grammar are taught in them. They finish
their course by about 30 years of age, but after they leave the school, they
become highly bigotted Mussulmans, looking down upon the whole world as
kaiirs or iiifidels. With all their knowledge they are practically unable to
i’ompos{i a letter.'*
a. PEHSIAN. --Persian is usually coiomonet” i aiter the boy has finished his
Ivoraii. Tiie following text books 111 all the Persian indigenous
schools
], A n iici N a in a . 5. B ostan .
%. K ;irim a . 6. Y u s u f Z u la ik b a .
3. Nis'ab Zai'uri. 7. Sikan dar N a m a ,
4. Giilistaa. 3, A few inshas or letter-writers.
Ko method or system is observeti m teaching, and the consequence is that
the work of 2 or 3 years is rendered a teilious task of from 7 to 10 years.
4., PathshaTjAS.—Only the Braiiniins give their sons instruction in Sanscrit
reading and writing. The teacshers get no remuneration for their pains* the
work of importing vidia or know ledge being considered by them the most
■*Tt notif-ed that this lloport has bepn suppiic.il hy District Ii’s|)eetor of Schools, GhiiJam 12-
K’i'-ni;, mi'l by Dairu Deputy Buperintcnde!:? of i,he V'erna;-;ilar Diatriti Office of Dehra Ismail
K‘;an Torv' ;!r\v Sohool acd u:OW■}kridijjg Aiemljor of the Sabha Society of that phuic.
 ( 181 )
8ul)liine and noble. Jlost of the boya leave off ibe school when they have
finished a few elementary Books relating to funeral and conjugal rites and
ceremonies. Pera has the most eminent Sanscrit scholars in the district.
They teach Vyakaran or Grammar, Jotash or Astronomy and Vedant Sha^tras.
5. GuBMrKKi.^—Qunhnkhi is taught in some of the temples. The pupils
pay a sinafl weekly fee either in atta or copper coin. The course is considered
tc be finished when the boy can read the Granth’** Ke then leaves the school
and pays a small sum as present to the teacher. Gurmuklii reading being easy
to learn, the more a d v a n ^ men read with their relatives or even neighbours.
6. MAHijANl.—The Hindus invariably know the elements of Mahajani.,
Boys are sent to read, to write and repeat multiplication tables to a venembic
Hindu.who, it may be noticcd, is unabl® to do any other work. In fact, the
teaclier has nothing to do but to keep an eye on. the pupils. They toach each
other and when the account-keeping is finished, the ^oys leave the school and
join their father’s or relative’ s shops, and it is there that they are trained in
the native mode of acxiount keeping. If in a village no teacher is available to
teach the boys, they are taught by their own father and brothers.
The multiplication tables current are as follows;—
1. Ikki or J x i Ot o 5x 10 8. Chhatrihir or 36 X 10 to 40 X 10
3. Cbbakki or 6 x 10 to 10 x 10 9. Saw^yi or I X H to 5U X l i
8. Giy^Ln (yfiri;Qr 11 x 10 to 15 x 10 10. Dejira oc 1 X to 50 X
4. Solhi or 16 x 10 to 20 x 10 11. Adh&o or 1 X to 50 X 2^4
B. Ikwiblr or 21 x 10 to 25 x 10 12. Tttk Paisa or table of mornjy.
6. Chhawlhir or 23 x 10 to 80 x 10 18. Path Paropior table o^measuretnont.
7. Ikatrihir or '31 x 10 to 35 x 10
The Mahajani teachers are paid as in the case of Gurmukhi teachers.
Amoi^ the names of distinguish^ Maulvis, Hakims, Pandits, &c., are
brought to notice:—
ITawto.—Saleh Muhammad, Abdul Ghafur, Alla Bad and Mulla Miskin,
Hakims.—iVizal Ali, Zind Ali and Tikam Eam. JPandits.-—Mohun Lai, Kishan
JDas and Riki Kesh. JBAaw.—Kirg^ Singh and Bawa Khem Das.
The largest maktab in this district is at the town of Bera Ismail Xhan,
attached to a mosque under two teachers, Saleh Muhammad and Abdul Ghalur
with 40 pupils under each; they are both good Arabic scholars and instruct
their pupils m Persian, Arabic, Theology and Logic. They hare no fixed income.
The largest Patshala is also in Dera Ismail Khan. It is held in a private
house in charge of' Gundo Lai, who is well versetl in Sanscrit and tcaclics to 35
boys Viyakaran and Jotssh, and has also no fixed income. The best ;Gur-
mukhi school is at Kalachi attached to a Dharamsala under Gauga Ham with 12
pupils who learn, read and write in Gurmukhi.
Dera has the three largest Mahajani schools of the district under Jugal
!Das, Bitta and Bamaiya with 50, 40 and 10 pupils respectively, who each pay
some small monthly fee to their teacher. The Mahajaui system of account-
keeping is the principal subject of tuition. A^nnexe4 table gives the total of
indigenous schools and their number of pupils ik tjais district:—
i ''t

SabJoetB BmtjeaU
Kxvis o» Tassim. II
si Unght. tMght. ?| Uuglit.

"c e
l.s yi
3

21« Conn. 71j«karea.

Jo tu h .
itw' A«i'i)unt-tcc'p.
liooka.
Peraiao,
UUto. Ditto. Sril^DO*
B.K)kK.
no Ditto.

Tttnk 133 Ditto. titUo. 20 Ditto.

Lelah esQ PJtto. Duto. lOJ D id o .
Sbftkkai . Ditto. Ditto. Wtto. i;u Ditto.
Tortii 1>7»|
xl
 I 1 )
P a rtm ,
A.— General Statement ihowhig th(f. mmher o f pupils in indigenous schools in the 'Panjahy as also
the number o f persons “ under instruction*' according to the Census o f 1S81 and the number
o f pupils in Government and Mided schools {see pages 14 to 16 o f the Preface to this report).

II. m. IV. V.

Balance,
number Nnnjber of
o f pupUs in pupils in Higher
Wninlscr of Kntnber of indi((enou8 indigenous number
DistTiot. pnpiU in persons schools schools ill each Bemarko.
Govern­ under in­ after d«' according district
ment and struction ’ ’ dnctinf; to Police, taken to
aided according numbers in District represent
scbools. to Ceusns. column I and private the actual
from Bctorua. number.*
eotamn II.

Delhi 4,317 6.736 2,419 3,304 3,304 • 1; tte aumber of pupils ascer­
Kanial 1,922 2.778 856 659 1,042 tained to he in indigenous
3,148 schools is higher than the
Gurgaon 3,382 240 1,042 659 number stated to be “ imder
Hissar 1.442 1.737 295 1,111 1,111 instruction ” in the census
Itohtak 2,378 2,897 619 1,184 1,184 returns {after deducting the
622 1,689 pupils in Government and
Sirsa 1,067 1,014 1,014 aided schools), than the for­
Aniballa 5,229 6,365 1,136 2,090 2,090 mer number is taken. If,
Ludhiana 8,574 5,253 1,679 3,262 3,262 however, the balance of the
479 1,213 census is larger than the num­
Simla 734 176 17Ct ber, as yet, ascertained to be in
Jalandhar 6,120 7,762 1,642 3,242 8,242 indigenous schools, the census
Hoshiarpur 4,720 8,177 3,457 2,414 3,457 return is accepted,
t The reasou for f aking the lower
Kangra 2,400 5,132 2,732 616 2,732 number 1ms been iUread; .ex­
Amritsar 5,792 9,106 3,314 4,860 4,8fi0 plained.
Sialkot 4,483 9,980 5,497 6,513 6,513
Gurdaspur 5,259 7,615 2,356 1,487 2,355
Lahore 5,279 10,472 5,193 6,097 6,097
Ferozepiir 2,475 3,523 1,048 2,126 2,126
Gujrauwala 3,335 7,672 3,237 3,644 3,644
Rawalpindi 4,302 9,415 5,113 12,112 12,142
Jhelum 8,493 4,(!60 1,167 4,092 4,092
Qujrat 3,737 5,994 2,256 5,418 5,418
Shahpur 2,105 3,659 1,554 2,8S3 2,853
Multan 3,54fi 7,241 3,695 2,116 3,695
Jhang 1.958 3.778 1,820 2,506 2,506
Montgomery 1.442 3,456 2,014 2,292 2,292
1,612 3.401 1,789 1,551 1,789
D<*hra lemail Kliau 1.958 3,080 1,123 2,664 2,664
Dehra Gliazi Khan 1,895 3,434 1,539 1,S6? 1,%'3
Bannu 1.183 2,116 934 1,636 1,636
Peshawar 1,814 8,183 6,369 6,369t t In apUe of every effort and both
Kohat 375 1,276 901 ’720 901 tolegranliing an<? writing fo the
various Authorities, no returns
Hiusara 986 2,274 1,288 1,299 1.299 of that District )i.nvc yet been
received. The " balance,” how­
ever. nnder column III may
Total 94,379 1,63,362 68,983 86,023 98,318 well be assumed to represent
the lowest number of pupilB
in indigenous t.chocl.<.

B.Staiement showing the viumheir o f {a) Maktals and Madrasas, {b) Patshdlas, (c) Gurmuhhi
schools, (d) Mahajani so/itools and o f their respective pupils on 30th October 1882
throughout the Panjah.
•g S3
s 3 °>5js
t §1 u 0s
If 1 !0^
l |l|
District. ”0 . ^ •sl
■s^l1 :
|S 1 |5 la ■'I - 1 |.l St.?''
il? s; 1 1 IJ
Delhi 141 2,073 19 177 56 1 ,0 ^ 216 S,804
Gurgaon ■84 236. 6 65 26 )858 66 659
KBmal 538 11 111 1 ’ 8 22 386 77 liu g
Hissar 46 1592 12 133 ••• 8 886 66 1,111
Boht^ic 45 jf 452 33 351 ... ... 21 881 99 \ 1,184
101 i 763 5 23 10 55 6 173 12^ 1,014
Amballa 82 1,018 19 803 7 66 SO 703 138 2,090
Lttdhiana 138 1,573 21 263 97 891 23 635 279
Simla 3>263
9 129 ... 2 47 XI
Jullundhur 176
143 1,613 SO 456 "26 310 25 863 224 8,242
Hushiarpar 123 1,395 34. 435 86 832' 18 252 211
Kangra 2,414
11 168 20 388 4 60 85 6i6
Amritsar 132 1,795 65 1,074 63 1,198 24 708 1284 4,860
Gordaspur 13i 1,166 12 128; 8 98 S 96 e 154 1,487
Sialkot 455 5,355 14 15S ; 29 394 80 612 T 528 6^19
Lohoro
Gujranwala
295 4,247 82 377 43 i571 28 902 898 6^^097
197 2,433 18 27?^ 35 481 16 458 266 ^,644
Ferozcpoj-e 137 1,345 11 141 85 811 14 326
Rawalpindi 197 2426
660 8.771 9 137 2,894 10 888 816 12,142
Jhelum 1 200 3,093 19 29.i 27 646 4 59 250 4,(^2
Guimt 274 3,828 20 318 63 879 IS 893 866 6,418
Shahpur 85 1,447 19 878 45 893 8 170
- Multan 157 2.8P3
71 1,118 30 109 11 203 8 686 100 2,116
Jluuig 122 1,423 14 197 65 770 6 116 196 S 50ft
Montgomery ; 158 1,461 8 103 48 637 12 191
Maza^r^rh 226 2,292
i 163 1,334 8 35 9 7S 6 1 (» 186
Dera Ism ul Klian 1,551
190 1,755 15 220 17 192 24 497 246 2,664
D cto Ghozi Khan.. 179 1,645 6 42 R 32 7 144 196 1,863
Baunu j 105 1,340 ... ... 14 221 3 75
Peshawar 122 1,636
Kohat 89 679 ”3 ”41
Baxar* 42 1*‘•-M
1^- 8C- l,0i*G 3 "k 15 163 1 i **24 99 i,*r»
1
4^79 56,1810 ^2 6,722 82!) .13,254 462 !11,237 6362
 ( 2 )

O.'
A general ahdraet o f the In.Mgenous Schools in the Punjab.

^lis III 1 ■“1 % 1 « II

1
•s s
S •oS ®
til «Q’ ti II
|»)sci;;ofTUa®i
ill 23
§ II |l
1 111 1 'A11 0 II v.-' llll
DELHI DIVISION,
I.— D e l h i D i s t r i c t .
i t .< L ... ... 4 13 ... ... 2 9 6 23
WsU>ii 8 20 ... ... ... 3 29 5 43
S;K>Dip&t 4 42 I 10 ... ♦«» 3 24 8 86
MelroU 3 S4 1 3 ... 2 22 6 49
rarlOi^b,^ 1 5 2 60 ... ... ... ... 3 S5
2 12 I 6 ... ... 63 8 8i
Bdkbgarh 1 6 8 24 .c. ... 4 23
Eaveli Pai&m ... *«• 1 6 ... 1 15 2 20
Sangloi 1 8 9t» ... ... ... 6 40 ' % 48
Saccna 1 10 1 26 ... ... ... % SS
Be’ti 126 1,947 6 41 ... •a» 35 852 166 2.840
Total ... 141 2,078 19 177 ... 58 1,054 216 3-304
II.»~GUttGAOIf D is t p .ic t .
Bhabjeiu-.'ijja’T ... ... ... ... ... ... ... ... 1 12 1 m
ui5rgi;-o;i ... ... 3 45 ... ... ... ... 3 87 6 62
Ecivari .... ... ... 4 68 I 22 ... ... 3 75 8 155
•*« ... 2 17 ... ... ... 3 23 5 40
A'iiiVjitl ... ... 7 4& ... ... ... ... 8 75 15 124
5‘Si-i‘a;>iui>5^' ;r ... ... 8 27 ... ... ... 4 108 7 iS5
Fujiui-ajiS ... I 8 ... ... ... ... 1 8
Sohua c, •«» g IS I 10 ... 2 21 s 49
nittan ... ... ... ... 3 81 ... ... ... 3 31
Knb ... ... 1 8 1 S ... ... _ ... ... 2 4
«»9 ... 1 12 ... »f4 1 7 2 19
Total ei« U 236 6 65 25 358 55 659
TTI.—- K aenal D lstkict
..r ... 4 ... ... ... ... 4 6S
«3# 911 2 8S ... «•« c>« ... 1 13 8 49
iadi ... ... ... 3 IS 1 6 ••• S 66 10 84
A-iUpar .... 1 8 8 89 ... 4 41 8 83
Soajp-im ... ... , ... 2 £1 ... ... ... ... •91> 3 21
Sink ... ... I 8 ... ... ... 2 14 *> 1 22
Kninm ... «•< ... 8 m 16 ... ... 2 65 13 13*
Kaichas ... ... , ... I 15 ... M. ... ... 1 70 S 85

... 1 20 ... ... ... ... 1 20

•"I
i'-’adii «a» ... ... ... ... 1 22 1 22
i'l&Ujpi.s ... <«■ 21 2S4 ... ... ... ... 4 67 25 3S1

4«« 22 •>. ... ... I 27 S 49

Budleclgb «eS f»e ... ... ... 1 8 1 8
Asundii 1 J2 ... • ... ... ... ... ... I 19
-
Tota\ 4» 538 11 I ll 1 8 22 ,1SS 77
■■r.T'■ -
 ( 3 )
A general ahstraet o f the Imdigenoua Schools in the -(continued).

&<—
SJ
Nsms ot pl&cs o; Thwa.

^oO o2
S -r 3 'ln |

H.ISSAR DIVISION.

IV..— H is s a e D is t r ic t .

I T ~
■- 1 ------ ------

Fatahabad ... 6 170 ... 1 20 7 190

1
Bhivauj ... 1 15 j
... ,c. ... 1 100 2 115
H a ii3 t 2 45 I 8 c„ ««e 1 00 4 U3
Kaiia ... ... .... ... 2 IG ... ... ... 8 16
Karnoad ... ... 1 4 ... «<« ... 1 4
Bohai ... .... 1 12
... ... »• > 1 20 2 32
Balsamand 4« : .... ... 2 19 ... «*• ... 2 19
Tuhana jl2 110 1 10 ... <• * («• 13 120
fatssar 3 32 1 10 ... 1 30 5 72
Katya 4 17 •%
19 ... «.e 6 76
Extra 319 178 1 20 ... 3 126 23 324
Total ... 410 592 12 133 8
... 380 GO 1,111
i
1

V, E o h ta k D jste ic t.

oaupia ... ... 1 35 1 32 2 67

Kalaaawp ... ItO 132 S 13 ... ... 12 145
Gnhaaa 4 35
... • •• 5 53 1 8 10 SS
Rohtak 7
• t* 89 8 22 ... ««« 3 32 12 143
Kharkhauda ... 1 22 1 6 . .I 1 20 3 48
Mahm .3 27 1
«s« 8 •«» e» » ' 1 12 5 47
Bahadargurh ... ... :i 2 2
• •• 22 • tl 3 24
Beri ...
... 2 40 • »» • »• 2 40
Salawaa ... ... :8 46 ... 3
... 46
Jhajjar (6
... 48 1 8 6 132 13 188
Extra 1(0
- 51 16 144 «* « 8 I 145 34 340
Total VS 452 S3 351 21 381 99 1,184

VI.—SiBSA.
Siraa
233 172 14 110 29 296
Dabwaii
itii 94 29
Behrftjpor 23 126
AbubiAi
Sarawsn 452 22 61 487
Fazftlk^
Extm 63 U 57 105
JEeital ion: 763 6 23 10 55 173 ]22 1,014
 ( i )
J general alstract o f the Indigenous Schwols in the Punjal — (continued).

•ai
CD
ts* a a®
I lf! oi S 5>
t J
1 2||l si
£ •si
m
^CQ
®
Msme of place (a Thaiuh *S ° rU O
li s
1 1 1 II Sa tS•1
W
H I ill ■ 1 Is g.s<§ 5 oq 1§-g 11
!5 iz; )Zi

UMBALLA D2VISI0N.

VII.— Umbalul. Disteict.

Umballa Caatonmeot ... ... 19 346 .... ... ... 1 80 20 42$

Eharar ... 12 87 2 9 4 24 ... ... 18 120
Potuki •«« ... ... 1 10 «•* ... . ... S 84 8 44
Thaneswar ... ... ... S 27 8 21 ... ... ... ... 6 48
Badaur ... ... ... S 35 1 12 ... 4 79 8 126
Peiioa ... ... 3 24 8 35 ... ... 8 30 9 m
Bilaspur ... ... ... 7 64 ... ... ... ... 4 28 11 83
Chappar ... ... ... 1 10 ... ... ... ... 1 10 2 20
Mullana ... ... 4 28 ... ... ... ... 2 48 6 70
8adbor» ... ••• ... A 46 ... ... ... ... ... 4 46
Kopar ... ... ... 2 35 1 12 ... ... 1 60 4 107
Sodlu ... ... 1 8 ... ... ... ... ... 1 • 8
Ladwft ... ... ... ... 1 80 . .. ... 1 10 2 40
Singhore ... ... ... 2 K ... ... ... ... . .. . .. 2 2S
Shahabad . .. . .. ... 6 71 1 SO 1 16 ... 8 186
Xarajeng^h ... ... ... d 30 ... ... •«« 1 16 4 *^48
Mazra ... ... ... ... ... 3 69 *•« ««• 1 15 4 74
Mubarakpitt . .. ... ... ... ... 1 25 ••• 1 49 2 74
, Jbgadhri ... ... 2 15 1 li> 1 25 8 95 7 ISO
Umbalia City ... ... ... 8 163 2 35 1 2 4 140 15 340
Naherpnr ... ... . .. 1 10 ... ... ... ...
!• 2 20
Ghalore 1 10 )
Total ... 82 1,018 19 303 • 7 66 30 703 138 2,090

V III.— Ltjphiiana District.

Baikot ... ... 15 164 3 28 10 66 4 48 38 306

Dakha ... ... 11 81 1 8 16 120 .i 9 29 233

Sanewal ... ... 9 61 1 8 2 30 ... ... 12 94

I1
Shahiia ... ... ... ... 1 10 20 123 1 22 22 16fi

Ludhiana ... ... GO 716 2 32 8 88 3 195 70 1,031

Siiac.Iiiwara ... ... 4 40- 2 15 ... ... ... - 6 65

SaintalA ... ... ... ... 4 71 1 11 3 23 8 105

Jugraon ... ... 19 304 8 37 12 104 4 171 88 610

Delon ... ... 4 60 ... ... 13 205 ... ... 17 255

Klianna ... ... 2 37 4 64 2 27 7 67 15 195

Miscell'ineous ... 14 120 ... ... 16 117 ... 30 237

Total 138 1.573 21 263 97 891 23 635 279 8,262

 (( 5 )
A general abstract o f the Indigeno'im Schools in the Punjab— (continued).

•o a“ o
2 ea o sA Is § Ij oJ 4o
cs «■! Ci.-g
■ cS (S- ^OJ
"o . U t
Name of plaice or Than*. ^ r 5» “o °:§
|1 1 S3 o>. art i so
a
■loo
^1 •
S-=cl
E aa II r l ■ 1.2 o'^ ■gaQ
'g-l-g
mM
^5-' V; 25 - H
IX . —SlMIIA DiSTKICT.

Sabatu 1 J30 1 12 2 42

Simla 5 (60 5 60
Da^^shai 2 J29 2 29

Kalkft 1 ]10 1 35 2 45
Total 9 11£9 2 47 11 176

JULLUNDAR DIVISION.
X .— JULLOTNDAU DlSTRTCT,
1
Jullundar 38 59)3 4 54 1 6 7 421 50 1,074
Do. Cantonaient* 9 1224, 2 39 11 163
Kartarpur 2 111 1 3 2 13 1 40 6 67
Bhogpur 8 SS8 ... ... 1 4 9 . 42
Adampur 1225 1 10 5 86 3 38 25 259
Bang-a 10 1037 9 134 8 100 2 23 29 369
Eahun I'i 13M 5 69 4 23 2 70 25 296
Phillour 1 5 ... 1 28 2 33
Nurmahal 1 9 3 63 2 110 6 182

Nakodar ... 32 3350 3 65 2 23 3 95 40 513

Shalikot 1 4 2 19 1 11 4 34
Miscellaaeous 11 1333 2 27 ' 4 50 17 210
Total 143 1,6K3 30 456 26 310 25 863 221 3,242

XI.— H o s h iia u p u ii D i s t e i c i '.

Tanda 18 1112 1 5 ... 19 117

Nurpnr 1 10 ••• 1 10
Anandpur ... 5 89 5 89
(Jadhdevala 1 (6 1 6 2 12
Gadh Shankar ... 8 12^7 3 32 1 10 12 169
Mukerian 8 3S8 1 5 ... 9 43
Balachor 9 11-.4 2 9 1 5 12 128
Eajipur 4 388 3 26 1 18 2 14 10 96
Una 4 67 ... ... 4 40 8 107
Dasuya 12 24£9 1 11 13 26C
1 ■■■
Mubarikpnr 1 1(0 ... 1 10
Hariana ... ... ... 20 17f9 4 47 11 41 3 34 38 317
(13girWs)

Mftliilpur 10 11-22 4 57 7 77 3 23 21. 2^

Hoshiaqnir 82 3977 10 171 10 89 5 131 57 7SS
1

Total 123 1,3955 34 435 36 332 IS 252 211 2, H 1

1 __
 ( « )
A general ah'itrac.t o f iltc Ind'ifioooKx in ih^ Vnnjiih— (eontinu<'<l).

'i : •A A. r
^1 •z
1 .- ' : r*-j:
“
1
■±
/•
Cm - /. A e. r 4
Kame ol j/lace or TUnna.
■-r I -3 “ •/.
'-i z
c:i
u
ia 1 - ;:; 1
11 si
B5 i li
V. 1

X ] 1 .— J v . \ ) ; a i c t .

1 yu i
B alsdi

Suisupur 1 ... 1 20 2
;

... 1 10 2 ! 7
D cri ■ •••
'1
•> 25 ... ...
i ...
, 2 25
Dhararosal
3 /7 2 20 5 103
Jowslaji
o , £8 ^ 1 11 7 107
N w pur 4.
;s i
3 3" o : 70 S 107
Kangra 1
1
1 25 ... 1 25
Hivmivpuy
2 ss 1 20 ... 3 53
Palampur
1
1 12 1 2 ...
n i' li
Kotla
i (
... ... ^ ...
Kullu i

! ^ 110 1 . .. G 110
Misc-cllancoiis

Total 11 1 ws : i'U SoS ! 4 00 35 ; o iij

i I - 1 -
!

ML'LTAN DIVISION.
X III.— M u l t a n D i s T i t i c T .

2 G2 •••• 1 13 'I 3 77
K&ln'or !
5 CO 5 60
Talau^U *•*

1 15 1 15
GUotla
10 107 ... 10 107
*•*

11 213 1 25 3 110 15 350

Sbnjabad
1 2G 3 25 4 51
Lsdan
4 4S 1 4 46
Sarai Saddlxu ...

2 40 ♦*» 2 40
Bagh Mai ■••
15 3-il 8 68 3 30 & 630 31 1,075
Miiltan
9 68 1 16 i 20 2 35 13 139
•••
Jalalp5jr
11 13S ... 1 IS 12 150
Miscellaneoiifl

Total ... 71 1,11S 10 lOU 11 203 GSG 100 2,iia

1 ^
X IV .- - J h ^n g D ist r ic t

11 222 *-
/ 103 8 ISO 20 505
Jliang
1 20 2 f!S 1 25 4 83
■Wp.uiika ;1
10 S3 1 8 G 57 17 153
Ucli
1 3o
o 65 3 10
Bnllu
11 1S2 • 4- 60 2 -13 s 75 20 S6i
Cliiivyot
1 6 S 74
7 'I GS
Blumia
2(i9 S 63 38 33E
GO

2 46 2 4fi
Glwv :Ma1 ovaja ...
3 •13 2 SO 5 7?
Sliovlcot
23 7 65
5 37
B fviuiil !
41 413 2 26 22 255 I 16 i1 0(3 770
Mxseolla«eov.s ! 1

197 55 770 1 5 1 IIG ID{J 2,50G

12:: , ] . 1 2 3 11 ,
1 I
i ■
 ( 7 )
A general abstract o f the Indigenous Schools in the Punjab— (concluded).

i . •S|”
’S* '^■^1 'S
S ui
OO
‘i-S I f ::§
OJ3
'O o
o 3 a g fl
^11 Ch
Name of placc or Thana. "S "o Ss
u t. ^ a 2 2
| --x .o
Bju 0
g2 g.So
•a-a
1.3
rt.l=
o'®
:i i i
O
:: 55 >5 >5 H

X V . -----]\ Iu Z A l'’ l A R G A ilH Dl, ST R IC T .

Roliilaiiwallee ... 8 82 1 15 9 97

Sliiilir Sultan 4- 40 4 40

Karinulad Qurcshi ... 3 27 ... 3 27

Jatoi ... 22 2S0 22 2G9

Muiaffargarh 15 77 2 9 2 8 1 20 20 114

Aiiimr 22 IGG 1 3 1 8 2i 177

Sialwftn DD • 14 99

Dliuka 1 G 1 6

Kbaiigarh 25 i 170 1 ;':;'48 ■ 2G 218

Raiigpur 0 52 1 6 10 58'

K’ijar 8 54 1 5 d 59
1
.Sitjuir 5 61. 5 84

Dcvsv Dlu Panali ... w M6 4 18 35 ' 3 20 20 %

Mise<;l)ancous 8 82- 2 . 12 1 ... 10 94
h 'i

Total ... 1C3 1,334 8 35 9 73 G lOD 186 1,551

X V I . — Mox-rGOMEB.Y D is t r ic t .

1
Montgomery 4 51 5 81 1 5 10 137

Thaua Dibalpur ... ••€ 31 212 12 112 ... 43 354

Bahlak •t# 2 12 3 22 ... 5 34

Thana Ukara ... 1 10 ... 1 10

Kamalya ... 2 35 ... 1 25 2 57 5 117

Thana Atari 24 184 ... ... 6 60 ... ... 29 241

Thana Pakpattan... 2 65 3 49 ••• 5 111

-
Hujra «•* 15 138 10 98 25 214

Saydsvala 4•• 7 GO 1 12 1 35 9 116

Eatti «•« 13 130 ... 2 21 ... . 15 134

Chochak * ... 10 167 ' 2 17 2 2G I t I 21(1

Harpa 1 4 2 31 ] 12 4 50
1
Buchhki «•» 7 61 1 6 3 5G 11 126

Gogera 11 101 ... 4 30 15 131

Kalyanwala ... ... 0 5G 5 50

Chechawatni ... ... 2 18 ■ •” 2 IS

Miscellaneous 28 185 I- V'

1
Total 153 ll.lG l 8 10:j ij‘]7 12 131 ; ■22S 2,203
----
 ( 8 )

A genernl abstract o f (he IndigenoM Schools in the l^avjal— {conlimicd).

>3

III ‘a
O
St
I S a t l
^ = i
<2|| s, V. 1
e< 3
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1

5^
£ s
3 a
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e 1
.5 *
y.
.= .= «
n to 1
1 a 0.-3
r

AMRITSAR DIVISION.
XVII.— A m r it s a r ;

Janilyak a 17 2 55 . u 78

Sarhali 1 16 1 V ’■ 2- 17 1 15 65

Ghusanda ... 6 54 ..V- v " ? 92 2 20 15 16fi

Wazerpind 3 27 2 17 1 6 6 50

A»rit»ar.Circle 6 37 4r ^ 31 9 6S

Klisngal IG 146 2 12, 4 37 ... 22 195

■■■
iz' JL18 1 10 8 124 2 24 23 276
Vairowftl
i
Lopoki 6 135 ... 3 42 9 177

I’ufantarau ... ••• • — 9 102 13 C8 2 35 21 205

Ajiwla 18 177 ... 4 26 ... 22 203

Amritsar City ... 54 9G7 69 1,027 20 792 12 607 115 3,393

Total 132 1,795 65 1.07A 61. 1,193 24 798 284 i 4,8(^0

x v ii r .— G r UDASPU ii.

katali Gm U . . . ! 7 1 78 1 4 8 82

Sri Govimlpnr ... • •• 6 88 3 19 9 57

Patbankot ... . . . 4 38 2 32 1 11 7 81

Clibamal • AS . . . 84 274 16 1 8 37 293

I

Pamaiiand ... 6 37 1
. . . . . . 6 37

Dina Kngar ... • I • 12 98 1 8 . . . 13 106

20 ’190 1 i 15 2 85 23 296
Batala I1
1
1
Kaniiwwaa 15 1 10 2 6 7 31

Hiuan 10 104 . . . . . . . . . 10 104

Dera Nanak . . . 15 1S2 2 36 2 65 19 283

Onrdaspur . . . . . . 13 105 2 7 . . . 1 15 112

131 11,105 : 12 i 1£8 8 98 3 9(5 1G4 1.187

XIX.— SiALKOT D ist r ic t .

iiolkot City

„ Cii-de J-X52 1,920 3 25 2 4S 7 212 164 2,205

„ CaDtoDiuouts

Fiilora 2
52 576 4 53 1 12 31 50 C72
Zafai-'ftal

Raiya i
29 29S i . .. 11 ■ 1 50 30 346
i
Karuwal

Pasrur 1
1 1
Kala Soblia Singh 111 1,137 1 10 10 119 8 114 130 1,380

Satvali
1
Dbai’anikot. 4 60 1 8 5 68
I

Daska
94 1,204 6 64 13 191 13 205 125 1,664
Samvyal
11 120 2 16 13 136
Jlenui
2 40 2 40
Piilmkalyau 1 ■■■
i —~ r.
Total i}f3o3 11 152 ' 29 ' 29 i 30 < G12 523 16,51^
 9 )
A general abstract o f the Indigenous Schools in the (continued).

■a
I-S8 'S. H
a
>3
'S.'S
o m
a
0-- fit "o ^ O c; I f
t il
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Nafficn of places or Thant.
S*’o
■3
fe g
g 1
IC II
•22!./, E 1 i i 1 1 ^ 2 C C
■3.5?
®g
or'.a»
S'3 i ga o-Stn 5 c ' ’’ ■s
>5 H H

LAHORE DIVISION.

X X. — L a h o re D is t r ic t ,

Piitti 11 112 1 23 2 20 1 18 15 173

i ln g lia l Sarai 1 14 ... ... 1 12 1 20 3 46
Sbaiidara 28 281 ... ... 5 63 2 13 35 347
Kliiulian 2 10 ... ... ... ... 2 24 4 34
Litlliank 7 60 ... ... 7 60
B h a i PlitTU 1 17 ... ... 4 31 5 48
Mangtawala 3 32 ... ... 6 88 8 120
Kanganpur ... 7 116 ... ... 3 105 *»» 10 251
Clarkal)a(l 6 59 ... ... 1 12 «•« 7 71
Kana Kacliha ... 1 5 ... ... 2 9 •«* 3 14
C lm ng ... 7 64 ... ... «•> 7 64
Valtolia 2 29 ... ... ... 2 29
Mananwan ... 6 B9 ... ... 1 3 6 62
Sbarakpur ■1 257 ... 6 47 1 4 10 308
Easur 39 367 3 24 ... ... * lOG 4G 497
Chunyan ... 6 71 •»f ... ... ... 2 70 7 141
Kolialra 3 IG •*4 ... ... ... ... 3 15
Muridki 3 22 1 - ... 1 8 ... 4 30
Lftbora ... 160 2,627 £8 330 13 1S3 15 647 21G 3,787

Total 295 4,247 32 37t 43 571 28 902 398 0,097

I

X X L — -G u jeaxw ala D is t r ic t .

1
Oujr.anwala 19 450 10 159 10 117 1 SO 40 806
Hftfizabad 19 230 2 29 1 10 1 11 23 280
Aimanahad 14 204 ... ... 2 13 1 50 17 267
Wazirabad 72 878 2 47 7 104 6 108 87 1,137
Killa Bidar Singh 6 75 ... ... 4 38 1 15 11 128
Khangah 1 6 1 24 1 15 3 45
Pindi Bhattyau ... 2 11 ... 4 98 2 95 8 204
Akalgarh 30 238 2 26 4 62 3 84 39 4i0
Sliaikliuput 6 44 ... 1 8 7 52
M’scellaneoTi* 29 303 5 1
4. 7 ... ... 31 315
1

Total 197 38 272 35 481 16 •438 266 3,614

I i i
 ( 10 )

A general ahsiractof the Indigenms Schools in the Tanjah— (continued).

-ft s*
O a« V- O
A- *5. 6 m l i
a £ ft- S
P< ^5 to
4 fii o:5 . *o
Nunes of places or Tbana. ! l *o o J’E
fo
'•S s§
f> o III
'C'5 1 1 A o
S
iS i
6S I.2S 1 «.S
o-a m
O“•■o
|S H H
X XII.— F e u o z e p u b . D is t r ic t .

Nathixna 10 41 30 11 18
Moktasar 14 n 16 17 90
Ferozepur 35 243 6 14 37 263
EotBhu ... 24 1 24
Jellalabad 5 46 3 46
Bagahpoiass 10 167 116 18 283
Moga 1 C 6 9 5 39
Zira 81 193 11 105
Makbo 10 63 10 53
i'erozepTur Cantonment 50 2 70
Perozepur ... 4 45 67 12 95 15 209
NawakilU ««• 14 244 20 15 261
Dharamkot ••• 22 275 85 18 57 29 885
Ghal ... 6 37 22 34 ? 12 100
Ki^al Singhw&ls 3 22 63 7 85
4 29 4 29

Total 13? 1,345 11 144 35 311 14 326 197 2,126

EAWALPINDI DIVISION.
X X III.— R a w a l p in d i D is t r ic t ,

Eawalpindi ... •« •t* 25 377 8 23 14 247 7 285 49 932

Jatali ••• ••• 84 648 ... ... 12 347 ... ... 4/6 896
Pind Sultani *•» 32 623 1 10 6 150 ... ... 39 683
Eallar ••• 10 173 ... •»« a 89 ... ... 13 262
Hizra ••• ••• ... 6 162 1 8 2 90 1 70 10 320
Fatahjang ... 8 62 1 20 1 77 ... ... 10 169
Eawat 24 262 ... 4 135 ... ... 28 897
Sangjani 8 102 ... ... 6 87 2 28 217
Kahata ••• ••• 25 370 2 21 9 93 36 481
Attock ••• ••• 22 198 ... 3 16 ... 1
! 25 214
4S 1
Gujar Kliaa ••• •tf 633 ... ... 11 130 54 763
Chawantra ••• 17 275 ... ... 17 352 ... ... 34 627
Pindi Gheb «.« ••• «•• BO 614 1 12 7 259 ... 68 785
Hasan Abdal ... 19 362 ... ... 3 111 ... ... 22 473
Makbad ••• 7 254 ... ... 2 50 ... ... 9 304
Mundra >«< ••• 23 373 ... ... 2 76 ... ... 25 419
Mnrree ••• "• 10 162 ... ... ... ... 10 162
MisceUaneona 297 3,431 35 685 ... ... 33? 4,016

Tofal ••• 660 8,771 9 94 137 2,894 10 1 383 8'6 12,142

1 1
 ( 11 )
A gene ral alstract o f the Tndir/enons Schools in the Panjah— (continued).

fl . *§ o .f -
o rS a
s a 'S . ^2*7 o c« t |
a 0 i f s = °
CL, C, rt.>! ^ c 'S ^ " a
3 ^co
Nkmes ol> plascs or Thanks. *o C -’p o '^ . O i;
"X S o o ®
s °>
g |
fl
1 l 3 ^ 2 .O ^ ^ T3 o
c •/■'I a £ “v
i rt I 3 ^ r 3 | .a S g - o l
= a 3 n
5?; y, y,

X X l V . — JllELrM.
Fiudadan Eban 64. 815 3 37 ... ... 67 { 882
Soliawa 2 45 ... 1 20 ... 3 C5
Jbclam 21 215 7 123 1 20 ... 23 358
Abmadabad 16 190 ... ... ... ... ... 16 196
Dammun 15 245 1 10 1 16 17 277
Dina 2 41 7 120 1 22 ... 10 186
Tamman 10 102 ••• ... 1 16 ... 11 118
Tala Gung 29 556 1 4 4 i09 ... ... 34 669
Ealar Kabar 4 87 ... D 123 1 .15 10 225
Jaliilpur 6 95 ... ... 1 10 ... ... 7 105
Cbakwsl 15 453 1 10 11 2D8 1 14 28 775
Dumcli IG 210 1 12 1 14 18 236
Total 20,') 10 291 27 616 4 59 250 4,092
X X V ".— G UJKAT D lS 'l'K ICT.

Guji'ut z 35 9 113 ... ... 11 178

Kotiala Blvckn&tt ... 4 S8 ... 3 95 7 138
Lala Musa ... 21 063 ... ... 2 18 8 85 26 421
Anrangabad ... 9 182 ... ... S 67 ... ... 14 289
Kunja ... 14 276 8 78 1 20 1 18 19 892
Jalalpur (Jattan) ... 8 119 2 85 ... ... 2 70 12 224
EhariaQ 81 528 ... ... 10 113 ... ... 41 636
Langa ... t 261 ... ... 4 76 1 12 10 859
Dinga 2 136 ... ... 2 66 8 85 7 226
Qadirabad ... 6 57 1 1.0 2 28 2 36 10 181
Carynlwala ... 4 105 1 26 8 96 1 14 9 241
Miscellaneout 169 1,725 4 26 21 821 6 173 200 2,245
Total 274 3,8:;8 20 3lM 53 879 39 393 3f!6 5,41»
X X V I .— SiiAHi-uii D istrict .
Sbabpur ... 2 60 ... 2 55 ... 4
- 105
Nurp 5 77 1 10 4 82 1 20 11 189
t ana .. . 5 60 ... ... 5 103 1 8 ' 11 171
>,■
Eond .. 6 105 ... 2 71 1 8 8
- 184
Khashab ... 16 281 ... ... 4 '68 20
... 349
Mata Lak . 1 25 ... ... ... ... •.t 25
... 1
Kaushebra . 7 142 ... ... 6 79 ... 12 221
Bbera . 6 98 14 273 4 65 2 48 25 484
Miani .......................... 5 145 2 25 3 68 1 35 11 273
Cbak Ram Da« ... 8 iO 1 25 ... ... ... ... 4 15
J bawarya 16 176 5 76 ... ... 21 2ow
Eot Momin ... 4 71 ... ... 2 82 ... 6 103
Sahiwal ... 8 154 1 40 7 161 1 26 17 881
Madb 3 23 f; ■ 83
. 1 25 6 ! 81
To^-l S5 ' ] ,447 19 373 45 893 8 170 157 ' 2,'■8,1
~
 12 )

Si ^ I*
c c
51
*§•
& I I
Name placc Thaiia or Tahsil. *o
1 M
i I •5 2 «§•
S-2 5
M .5'^' c£i

DEllAJAT DIVISION.
X X V II. — D e r a G h a z i K h a n D i s t r i i ’T.

Dcra Glias^i Khan 18 293 1 8 2 12 2 58 23 371

Aliniod Ani ... 8 53 ... 8 53
Kot Ciihatta ... 11 162 1 ... 11 162
Kajanpnr ... 5 21 1 10 2 8 8 42
Fazilpur ... 10 44 ... 10 44
Jainpiir ... 25 203 3 24 ... 28 227
Kot Mithan 14 83 ... 11 83
Yam ... 7 109 ... ... 7. 103
OjliHH 2 39 1 12 3 51
Doyil 1 6 ... 1 6
Sdiscellaiicnus 35 153 ... ... 5 86 45 239
Harand ... 0 73 ... ... 9 73
Tonsa ... 34 403 ... 34 403

Total -
179 1,645 5 42 5 32 7 114 190 1,863
1i

XXVIII.— B an n u D is t r ic t .

£<lwardeBabfid 1 25 8 61 1 40 5 126

Mianwiili ... SO SOS ... 4 43 ... 24 346

Kala Bagh.............. ... 1 70 ... ... 1 70

1

Isa Khail 13 162 2 11 15 173

Kuiimr Mashfi ... 6 105 1 S3 1 8 8 193
Lakki ... 7 145 2 12 ... 9 157
Ghoriwala ... 4 31 ... 4 31

Marban ... 1 14 ... 1 27 2 41

Mli^ellancous 52 485 2 14 54 499

-K
Total 105 1,310 ... i
14 221 ** 8 ,75 122 1,636

X X IX — D bra I s m a il K h a n .

Tahsil Dera Ismail khan 8 214 6 145 3 100 17 439

„ Kulachi 61 676 3 11 3 29 4 99 71 715
Tank 23 135 1 10 2 26 26 171
„ J.fiah 60 559 4 48 3 45 4 102 71 754
Hhakkar - 38 271 2 16 10 108 11 170 61 565

1
Total 190 1,755 15 220 17 192 24 49? 246 2,664

1
 ( 13 )

A general abstract o f the Indigenous Schools in the Fanjab— (continued)

>u .•SpS 'H QiO

i p s
SO H3
o
o “•2 fc-g ♦S®
«2|£ 1
Namc'of place or tbana. •sl •S
"a-a
®q *o o
"S«; 1 t". C 5JCC
1 B ll
a S3 ;3 ca li
~J2 3
>A !z; is ^ 1 “^ 5^1

PESHAWAR DIVISION.
X X X,— H a z a u a D is t r ic t .

1
I
1
1
Shiklri 4 71 3 54 1 125
Ghagi 1 15 1 4 2 19
Khanpur 1 25 3 46 4 71
Ogi 39 444 39 444
Kiirelia’.i 7 49 1 ■y 49
Narah 7 65 ! 7 45 14 110
1
I i
Sherw'iii 105 ... 1 1 14 7 119
Mansehra ... 5 152 i 5 152
Haripur 9 80 1 40 1 25 11 145
1
Mdlakot ... 1 15 ... 1 1 15
Abbottftbid 1 20 1 30 2 50
i J
I
■■■ I.
1

______ !
1 :
1
i
1

Total 80 ! 1,026 85 15 Wit 1 25 99 1,2^

i ®!
j
! 1
X X X I . — K ohat .

1 1
1 i

Kohat... 10 420 1 ' 7 11 427

!U
>»
Teri ... ... 6 65 1 21 7 86

Laehi ... 1 18 1 13 2 31
i
i ■
Shakardara I 13 1 18

Nizampur ... 8 80 ... 80_

Gumbat 16 113 16 US

1r
2 15 ' ^ i ... i ... I 2 15
Hangu ... ... 1
i
1 1 I
i
1 1 i
1■........ 1
1
I j (
1
i 1
Total 39 679 3 1 41 42 720

1
1 i
 PART IY .

NOTES.

l . —THE SIKHS AND THEIR EDUCATION.

( a ) .— T h e “ P \ h u l ” (P ojiol ).

The process of Sikh initiation, originated by Guru Govind Singh, is

described as follows in, ^r. Trum^p^'s Adi-Granth, page xc. It succeeded
an act of vdluntary seJJ^aicnjie five disciples, who thus cemented
the unity of Sikhs by blood and iron” . ^ —
“ He made them bathe and seated the^ side by side ; he dissolved purified
sugar in water and stirred it with a two-edged dagger, and having recited
over it some verses, which are written in the Akalustiit,^ he them
drink some of this sherbet, some part of it he'poured on their h e ^ ^ d the
rest he sprinkled on their body; then patting them with his hand, ,ne cried
with a loud voice: “ say the Khals;^ of the Vah-Guru ! victory of to) tl' 3
holy Vdh-Guru.” After he had given the Pahul to these five in tlii manner,
he took it likewise from them, and in this way all the rest of his discjples were
initiated, to whom he gave the name of the KhaUa^ adding to the name of
each of them the epithet of Singh Qion). Then he gave the .order that who­
ever desired to be his disciple, he must always have five things with him which
all commence with the letter kakka {i e., viz » the ^air (kes) which must
not be cut, a comb (kangha), a knife (karad), a sword (kirpan), and breeches
reaching to the knee (kachh), otherwise he would not consider him as his
disciple.”
(ft).—As regards the obligation of every Sikh to read, Dr. Trumpp states
as follows : “ Every Sikh is enjoined to re ^ the Granth for his devotion, espe­
cially the Japji of Nanak and the Japji of Gk)vind Singh; these two he
should always read when taking his meals” (Prahlad-sai, v. 10).

* Tltcre can hardly be any doubt that this bloody human sacrifice was really offered, as all reports ajjree
on this point. The Sikhs, who felt very much the atroaty of such an act, would never have ascribed anything
o f this kind to their <^uru, if it had pot reSlly taken place. At the same time, we may learn from this fact,
that the Brahmans, even as late as the seventeenth century, did not scruple to offer up a human sacrifice.— (iVo/e
hy Dr. Trumpp).
2 The praise of the Timeless one follows immediately after the J&pji in Govind’s Granth. It com-
meuces with the words:—
The protection of the Timeless divine male is to us.
The protection of a l l ik o n is to ns.
The protection of the all-time is to us.
The protection of the all-iron is t o ' js.
The all-time (i. e., be who comprehends all time) and the all-iron {i. e., he who is all-iron) are epithet‘s for-
the Supreme 13eing.
r.irt IV. -I-
 ’ ' ■■ ^
.. . O x f % u s H i T e x t -B oo^ , .

follow ing t ^ t« b o o k s at present are ta u g h t in G u m iu k h i S ch o o ls: —r

I.—Literature.
B alopadesha; Panj G ra n th i; the tenth G u m ’s Panj Granfchi; Janam
S a k h i; N a t a ^ ; Bliai Gnrdas dian B a ra n ; the G r a n th ; M ahadai’sha
A m rita .
YL.-^Vedanta.
Ekadash B h a g w a t; T ulsi K a m a y a n a ; V ish n u Purar?; Pingal (1 0 parts) ;
A sh w a M e d h a ; A d h yatam R am ayan ; V ich a r Sagar ; M oksha P a n th a ; S m y a
P ra k ^sh a ; the sixth G uru’s Guru V ila s ; V ashishtha P u r a n ; Daswan Askandha.

I t m ay notgd that o f these Class I are studied b y elementary students,

w hile C la ^ss^ is meant for advanced students.

(<?),— D is c ip l in e i n G u r m tjk h i S chools .

T he school-tim e is from 6 to 1 0 a . m . and from 1 2 a .m . to 6 p .m ., the

intermediate t i a ^ being allowed to the students for refreshm ent, &c. I n case
o f a boy being absent, Ms school-fellow s are sent to sum m on him . I n case
of th e b oy’s .resistance, his fellows use force against him . I f the excuse for
absence is not s u ffic i^ t, he is given some task. The only punishm ent used
is to m ake the offender seize his ears under th e legs.

(e ).— ^Ee m u n e iia t io n op t h e T e a c h e r .

The teacher gets food from each b oy once a week. W h e n the boy
begins to writ« names, or whenever he begins a new book, he has to pay a
rupee, or som ething less according to his means, to the teacher on each o f the
occasions. The teacher also gets half-yearly a rupee or tw o according to the
circumstances o f the parents of the pupil, and sometimes clothes also.

f / ) . — A ccount op G u e m t j k f i E d u c a t io n b y B h a i G urm tjkh S i n g h .

BJiai G urm ukh Singh has taken pains in collecting.inform ation concerning
Q urm ukhi teaching in some o f the P anjab districts, such as Ferozpur, Hoshiar-
pur, and Sialkot. P rom what he has gathered from these quarters, it is clear
that b y the establishment of Governm ent village and tow n schools, and the pro­
cedure adopted b y them , a deathblow has been dealt to the indigenous G ur-
m u k h i and N agri schools. A solicitude for obtaining em ploym ent for their
children induced the parents o f m a n y pupils attending th e indigenous schools
to withdraw th em from those institutions o f combined religious and secular
education and to send them to the purely secular schools established b y G o v ­
ernment. The lo v e for Gurm ukhi learning, especially o f a religious nature,
had, however, taken so strong a root in the minds o f the Sikh village
com m un ity, that notw ithstanding the subversive .forces applied b y Governm ent
b y means of its secular schools, Dharm salas still exist in the m ajority of
villages, at which a few boys o f tlie better class still att^end, the n um ber being
very sm all compared with that before the all-absorbing institutions o f G overn­
m ent came into existence. A.m ong other things o f importance, Bhai G urm ukh
Singh has shewn, beyond the possibility o f doubt, that there is a universal
desire of learning and teaching the G urm ukhi religious books am ong Sikhs
o f a-11 classes. I t is not a conjecture of his own on w hich he bases th is con­
clusion, b u t figures have been given in s u p p o r t' of his assertions. H e fu r­
ther shews that the disparity between the n um ber o f the G urm uklii-know ing
people o f the old school and that o f the same class o f the present tim e is out
of all proportion, the former being m any tim es more than the latter.
The follow ing are the towns and T illages which our inform ant has taken
as specim en s of the general state of th in g s

P eeos :p u r D is t r ic t . .

Kaf^ur—'W}3i a population of 2 1 ,0 0 0 , has some persons o f the former

generation o e I j who know G urm ukhi, but none of the present one, yet it has
 ( Si ')
six Blidrmsalas. There is a desire for Gurmuklii instruction. Three Native
gentlemen have given their signatures in favour of introducing Gurmukbi, as
representatives of others.
Khem Karn—With anore Gurinukhi than Persian or Urdu-knowing
people—has 4 Dharmsalas with 90 Garmukhi'reading pupils. Here there is
a general wish for Gurmuklii. Pour lambardars have signed for Gurmuklii on
behalf of the community.
Eourteen Pujaris beat testimoBj to the general desire for
Gurmukhi schools,
SlALKOT DlSTF.IC?f« - • : , .

Babe di J3er,—Population 250. Fifteen boys aad 11 pirls leam Gurmukhi.

There is 1 Gumduara here. A preference for Gurmukhi instruction is testified
by the signatures of 88 persons.
Sialhot, Mahalla Seedi Va-d.—YiYQ DiiarmsaMs with 40 Gurmiikhi-reading
pupils; 111 lambardars and .gentlemen of the city have offered to thank Govern­
ment if Gurmukhi instruction were extended.
Cantonment Sudder jB«;2«r.~~Popuiation 5,000. The number knowing
Gurmukhi equal the number knowing Urdu. One hundred lambardars and
other gentlemen bear testimony to the general desire for Gurmukhi.
Cavalry lines, 10th Bengal L a n c e r Dharmsala with 7 Gurmukhi
students; 128 native officers and sowars wish for the extension of Gurmukhi
teaching.
Nine smaller villages—'WM'k five Bharni^las and a pop\ilatioii of
about 8,000—have all exp-ressed a desire for Gurmukhi teaching through
180 representatives of all classes. This is the class of villages which has
especially suffered by the introduction of Government village and town schools.
Eighty-four smaller villlages and towns are given in this district, with a
similar falling-off in the number of Gurmukhi schools and pupils and a similar
desire on the part of lambardai^ and B,aises.

D ist r ic t H o s h ia e p u e .

Six s^nall Towns and Villages—Have been taken as examples. In these

there are 13 Dharmsalas and Thakurduaras, with about 70 Gurmukhi and
Nagri-reading pupils. A desire for the extension of Gurmukhi and Sanskrit
teaching has been testified by 17 E-alses and lambardars on behalf of the
community.
L it3j h ia n a D is t r ic t .

The instances of 12 dij^erent villages and towns have been given. The
population of these is numbered at 1,700 ; the Dharmsalas are 7 in number, with
only about 20 GurmukM-reading pupils. Seventeen lambardars have borne
testimony to a general desire; for Gurmukhi teaching in these villages by their
signatures.
Tweniy-foiir smaller mUages^ chiefiy composed of a Sikh population,
living in 3,800 houses, have 13 Dharmsalas with only 115 Gurmukhi-reading
pupils. Porty-two larobardaii^ and pattidars have signed in favour of the
establishment of Gurmukhi schools.
Tioenty-sis; still smaller villages have been mentioned with a similai
falling-off in the number of Gurmukhi and Hindi-reading pupils, and a similar
general desire for the extension of this beloved instruction.

T h e M a n j h a CorNTUx, b e t w e e n A t t a e i , T a r a n T I r a n a n d K astjr.

Eighty-four villages are jmentioned in this part of the country with 96

Dharmsalas, wdth a number of Gurmukhi-reading pupils, so small as 140. The
 ( 4 )
deaij of GurmuMii mdigeaoua education im its most striking aspect is shewn
in this pari of the country, where, in spite off the existence of an average of
1*2 Dharmsalds per yiiiage, the average of (Gurmukhi-reading pupils does not
come ,up to even 2 per village. Nothing comid be more typical of the killing
tnSuence of Government village schools om indigenous moral and religious
Gurmukhi and Nagri education. But, in spjite of ail this, there is still visible
that love for religious Gumiukhi education oif which mention has been miade
above. For the last assertion there is an ample proof in the expression of
popular desire for that education through ithe mouthpieces of v iiii^ com­
munities, the Lambardars, Pattidars, Sardarsi and Eaises, &c. The number of
these Lambardars, Pattidara, B-aises, &c., peetitioning for Gurmukhi in this
paxt of the countij is no less than 115.
(The details regarding each of the village and towns in which there is a
desire for Gurmukhi education will be incor5 >orated, it is hoped, in my second
volume on “ the History of Indigenous Educmtion in the Punjab.’*)
I '' , '
2 .— A n A ccount O S '^ E A ^ A N i T b x t - b o o k s .

The following is a brief account of two mf the treatises in use in Mahajani

schools. One is lithographed, a process by wMch information can be conveyed
to the masses at a fifth of the cost of printimg,^ which, whether in the Urdu or
the Eoman chai’acters, is also wasteful of spacte. Its illustrated frontispiece repre**
sents Ganesh, the god of learning, seated undler a vignette of the radiant moon,
having on one side the Tortoise and Pish incarnations of Vishnu, Below
Ganesh is seated the Padha, before whom ome boy standing up is reciting his
lesson, whilst the rest of the boys are seated iin a Hstenihg attitude. The little
book begins with the Nagri eharactera, aimplie and in eombination, which are,
logically, followed by their abbreviated (tailKess) Land6 equivalents, each letter
of that alphabet being represented several tiimes in a row, so as to impress its
form on the learner. The alphabet is divided into ” Kaka-mundds ” or conso­
nants (the first letter of which is K) and “ Nann-mundas or vowels. Then comes
a table of enumeration which is accompanied, progressively with each row of
numerals, by simple addition, followed by tine addition of fractions, an invalu­
able exercise. Then follows a table showiiD-g how annas and pies should be
written in accounts, as also seers,” “ chatalks,*’ “ damns” and “ ratis, ” rupees
and maunds, taking care of themselves as tlhey are written in ordinary letters
and numerals. This is succeeded by a lettcer to an equal on business in the
Nagri character giving an account of rates iin the market. The treatise con­
cludes with the forms of addressing and beginnmg a letter, and also gives a
specimen of an addressed envelope. It w ill be seen that this commercial
primer is mainly intended for Banyas, and tthat it endeavours to supersede or
explain the Lande by the Nagri characters. The multiplication table (which
is often sung to any tune that may be popullar at the time, such as, for instance,
some of the melodies of the itinerant Parsi Dramatic Company, from their
** Indra Sabha, ” the Court of Indra, ” ) isi given, generally, in manuseiipt, to
the pupil, or merely committed to memory. The more advanced student is then
taught book-keeping, es already explained.
Another treatise, in manuscript, I have? translated at some length in order
to give a more vivid idea of the course puramed in the M&liajaxu schools.

^ The following Kesoiutioa of the Senate o f tbs Panjab TCniversitj Coilege may illustrate this assertion
Bendefintr o f Scientific Terms the VemaeuletiP.—kiS regards the mibject of translation, adaptatJoD! o r
traJislUei ation ot technical t«nns, the Senate were o f opinion tthat ‘ where no term alre^y exists or can be easily
adapted in the remacufiir from any of the cla^ieai oriental i’sources or otherwise, so ae to be intelligible to the
native mind, a carsfnl system of translit«ratjon should be adojpted,. if into Urdu, for instance, with all the vowel
pciints given.’ Dr. Leitnar's saj^^estion that the e q o ira le n t o f <the scientific term should, in such a case only, also
be ‘liven in the Roman character in bracke^, was rejected, bwring to the inconi'ruousness and wastefulness of that
character, evpn in the lithographed form in which the addittion was snggested/it having been shown that the
promotion of knowledge among the ma.sses in the vemacalair chai'actcrs, by means of lithography, in which im­
provements should be ufade, was infinitely cheaper and quiokeet than in the Roman character, a book in the ver­
nacular chai’acter costing about one-filtb of the same book in the Boman character, and, with the great exbling
W«pe for improvement ia lithogniphy, might be reduoetl to ev/en less thau one-fifth.”
 ( 5 )

The following is one of the pahdrds (multiplication table) taught in down-

country Hindi schools under the name of MahArni (“ Mahdrni” mei*ely
means **repetition” ) :—
1
Pa»a» Sarija Oeors Dh&Ta VrAi Dhianchd P a it n c h 6
MultipllckUon Mnltiplicatlon MdltiplisatioiD Hnitiplicatlon Maltiplicatioa Hultiplicatios MttUipUcation
«r 1. o tii of 1|. 0?2J. of 3}. of 4i. of 6*.

1 1 I 1 H U 1 1i
♦ i 1 1 3S 1 4^- 1 5|
H H
2 i H 2 2| 2 ;s 2 5 2 5 :2 9 2 11
3 ... 3 3| 3 -4| 3 H 3 • •• lO i 3 m 3 161
' 4 3 4 6 4 6 4 »•» 10 4 14 1 4 •p. 18 1 4 ... 22
5 ... 3| 5 ... 6 i 6 m 5 • •• ,121 6 m 6 ... 22^: 5 2 7i
6 ... 8 6 ■9 15 6 • a. 21 6 27 6 ... 33
H
1 ...
7 ... S i 7 8 f 7 uoi 7 m 7 24k 7 3U 7 38^
8 6 8 1 0 8 j •. 8 ••• 2 0 8 €»• 2 8 8 36 ! 8 4 4
9 ... 9 Hi 0 mh 9 22^ 9 81i 9 40|: 9 491
10 ... 10 ••• m 10 ... 1(5 10 1 25 10 ... 3 5 10 45 I 1 0 5 5

The method of the-Hindi “ Gur, ” by means of which calculations are

easily made, may be soi^ewhat iillustrated by the follow) a g -
As the number of seers foir a rupee, the same number of maimds for
Es.40.
As the number of seerS for the rupee, the same number of chataks for one
anna.
As the number of rupees for the maund, the same number of annas for
2| seers. ____________

The calling out of each lett«er of the Land4 alphabet is accompanied, first
by a word in common use begimning with that letter, and then by a phrase or
proverb impressing it on the momory, which similarly begins with the letter to
be learnt.
Name of letter. Wojrd Uioittating Mcauing.
nzame of letter.
KakU. Ekubra. Hutnp-backed.
K lia M BSlbatr{. A Kbatri.
Gag-ga. GSudliy^. Cowberd.
Gkag^gd. G8M.ka-Ghav£ Pitcber full of gbi.
Nan-nd. ^'^a^ ki Am. Barber’s looking glass.
Chach-ehd^ C'buchalya. Beaked.
Chhachhchkd. Ohhabarya. Confectioner’s tray.
Jianbd. Jammu.
Jhajjd. Jlhdr ki Ben. Sbrub.
Tatld. * Aidbf pdn.^ Half a loaf of bread.
!ThaUd. * Srawai puri. One and a quarter of bread.
Daddd. D)oli Ganth. Double-Knot,
Dkaddd, D)b6ngar B6jbi*a.
Ane. Tfin lakii’ ko kahive. * Say 3 lines.
Tatld. Tfum.
That-thd.- T?baK. Plate.
J>ad-(l&. D)al. ^ Half a grain.
Ukad-da, DHiuri-lcaman. Double bow.
Pap pd. P?awarya.
Fhapphd. P?hati kban.
Babbd. Biinda.
Bhahbhd. BUiar k^i koncba.
Mammd: MI uchh-maror aa. To twist moustaclies.
Rdrd. Rlam katard. Dagger.
Lal-ld. T<aakhra.
Bab-ha. Biindi wawa. Dotted.
iStts«d. * Tceran. A spool.
Ed-Hd. Hfiran.
HhabhJjf/d. Biiudi R^irS.
1, i. » UUti Satb ki ai.
U. * Mluub-more u. The moutb-vouuding “ u'’ r
A. * Dterb lakir ki a.

■•The name refers to thti JToi n of fchu letter, for wLicb sito App»!udix VII.
P » r t IV .
 ( 8 )
The above letters are first t a u g h t ; in th e w illages, inany teach only
these ietfcer^j b u t not the words added to th em ..

This is followed by'’ fcl>e ‘‘ Sar~harf{.Ckanpdi**--~-A}\^\vjh(it taught by means of a Chaupaj

Poem (which seems to combiue Hiudu witli Mulmmnaadian religious notioua and terms) :—
Name of letter.
Kakrkd. Kalckd kar karta ki puja,*
Wahl Niranjati aur nama duja.
Khakh^-kha. Kkakk~k!id khd-pi mat na phul6, Kh. Deo not fatten on eating and drinkings
Is Dunya ko dekh nS bhulo.
Gagga. Oaggd gan apna mat ch^ho,
Gun chhor tum^ Wako pad.
GkagkgM. Ghaghghd ghat men rahe tumhare, Gh. Thie (name of the Deity) must be always
Dekh fahan jin liye utare.
Namtd. Nannd nit Waki kar se\va,
Jaidi ter& pat* ho kh^wa.
Chach-ohd. Vkhach^che jo tom chatar kahao, Ch. If you wish to be called a v/ise man,
Prem piy^ sef nih-lagao,
Chhachh‘ chd. Chhachh-ehhe chhiu ka naMn Chh. AV<e cannot be sure of living even for
bhavosa,
Suno kau kar pakar bharosu.
Jajja. Jajje jin par kirpa kini,
Bahut Barai jag men dfnf.
Jk^d. Jlmje Jhuth tufanj ko tyago,
Sach bolo turn pyirelag^.
N a m ia . Nanna nam usika lije,
Hardam nski Bandngf kfje.
Tattd, Taitd tand£ kot diu ter&,
Thik thik nahiii chale mrSra.
Tkatm. TAafte Th^t pat jo liainge,
Rakh chankas, nahin t%o lenge.
Pa44«> JJaddd ]>arn£ chit mat ho t6,
Bahiit 3% kar, thora so tu.
•Dhadde, Dhuude phirt^ ho,
Pachhtawe jab nahiu d« koi.
l^d^e. Vdue, Ran-par raho tu qaim,
Rahe m^l tera nit ddim.
TaiU. Tatte^ Turn lo mere hMi,
Th^ri kari tnmh^ri % e i\.
Thade. Thaite, than ye-hi raaya,
r'in iman ki kai'6 sahaya.
Daddd. Daddd, Ducya takia haiga,
CSiale fiye, phir chalna haiga.
Dhaddd. Dhaddd, Dhave Dhanraj u^m
tumhara,
Qaza ka ehor Shaitan tumhara.
. Nnnna, Nisdin ja^o, piyara,
Chale nahin hai kuika chara.
Fapjd, Pappd, Pap karo mat koi,
Har ko bhaje; so Har ka hoi.
3<Ma. Babba, Behtar isko jano,
Yad rabb ki dil se mano.
Bhahha. Bhahha, Bhal gay a, kvv Sako,
Jin chhin men paida % a bako.
Maiumd. Mamme, Mat janwar sure,
Rahe yad uski ko pyare.
Jnjja. Jajje, jiski yeh hai baiu,
Raehl shisht bund ik pani.
K. W/’orship the Creator.
Hee is the pure one and no one else.
Dfo not be misled by worldly things.
G, Deo not seek your own interest.
Igfnore your ititerest and find Him.
3in your heart,
Loook at the example of those who were
nnearnations.
N. Allways (only) worship Him,
So) that your boat may soon reach the shore.
Fiix yonr love upon the beloved (Father).
(O n e moment,
Leend, therefore, your ear to this warning.
J. TliiQse whom God favours,
Gcet great honor in this world.
Jh. Renounce falsehood and scandal j
S|»eak the truth and you will be ’ .'ed,
N, Tdake His name alone.
Worship Him in every breath.
T. Ycour temporary sojourn (in this world)
is for a few days, and yet you dot't
take early step« to go quite straight
(to obey the will of God).
Th. Whatever be yonr property keep with
care; otherwise thieves will take it.
D. D#o not be ot’ a timid heatt,
W/ake much ai?d sleep little.
Dh. Yoon go about asking for gifts, but you
will repent when nobody gives.
N. Bie steady in the field§ and your wealth
will be secure for sver.
T. Taake (my advice) oh brother; your
works will come befo.“« you (find you
cut).
Th. Alll this is yonr capital: " Defend religion
and faith."
D. T?his world is a temporary halting-place.
We have come, and mil ha^e to go.
Dh. Y'our name may be that of a wealthy
person (?), but your£sted thief is Satan.
IS. TThe day that you will have to go 'to die)
oh dear, no one^s lielp will be of avail.
P. D)on’t commit any sin, Whoeve.* re­
members God will be Ilis (own).
B. KLncw this to be best, remember ycur
Lord and obey Him from your heart.”
Bli. Illave you forgotten Him who created you
in one moment ?
M. Alll the animal creation is dear to His
memory. .
J. IHe whom I praise is the Being who
created the Universe oat of a drop of
water (?).

* The language seems to be a pure down-country Hin i, The maimsoripfr was obtftmed from Pnrtpat.
+ When a woman addresses )ier husbnnd in song, she calls him or ” beloved” ; here it is used to the Deity,
:J; Originally a “ stomi,” then the “ confusion caused by falsehood].”
§ Eot'le-field of life.
 { 7 )
Chaupai read ly pupils], in the evenings, in (he Hindi SckooL
1. Pahle samrun, sachcha ?aini,
Jin ne sagii dhum inachai.
2. Duje samriiu Saraswati mail,
Al) vidya de mujhe sawai.
3. Tijc-suno knl-jug ka hal,
Zarah iialun dunya ka khiyral.
4. Parai istri par dale jal,
Takta pliire begariah mal,
5. Zara nalan a»rat ko dar,
Bsuali baras kf maiig-e bar.
6. Is samen la bat jo kaliun^
Ghar rnea iare tas aur baliui.
7. Ghar inen Iare durani jithauu,
Uuke ay;e sas iiimaui.
8. Gliar men tya jQi tt he shor,,
Uske age piya kamsor.
9. Jab balm khaTie ko kbawe,
Sas bahu ki j'lut uthaiwe.
10. Yob waqt ulta "aya ho.
Hare kabca jite jo.
11. Is Kali-Yvig ko aisa jan,
Kisi kisf paen raha Itnan.
12. Hare bare pap lage kani^.
Bap lag^ baton «8 darne.
) .?, Rabb ki puja rrian se tiy%em,
Bure kam men rato jagen.
l i . Dekho bhai Dunya ka hal,
Zara nahin marne ka khiyall.
15. Ha! suDO dunya ka sara,
Yeh dunya hai dhund bedrid.
16. Thora hai zindgi ka phal,
Jo chhin men jane dam
17. Rabb apne se chit do la,
Jo cliah6 turn apna bhald,
18. Aya basant, suno re 16g6,
Jaisa karo waisa turn bhog6.>.
I first count the bead (of the names) of
the 'I'rue Master who is the cause of all
this bustle fbusy Universe).*
In the second place I invoke Mother Saras-
wati and ask her to give me an increased
knowledge.
In the third place hear an account of
Kali-jng. There is not the least soli­
citude for the interests of the world.
Man goes about entrapping another’s
wife, and watching dishonestly an­
other’s propevty.
Females have banished all fear, and ask
for a hiisband when only 12 years old.
To tell y4^ how it fares in thi& age,
The motBer-in-law fights with the
daughter-in-law in the house.
A similar quarrel goes oa at iiome be­
tween the wives of younger and elder
brothers, and in their presence the
mother-in-law is cowed.
The wife makes a row afc home and the
husband has no power to check her.
When the bride has taken her food, the
motber-in-Iaw has to eat v/hat - she
ha.s left.
The times have taken a perverse course,
because people call hin^ a loser, who is
(really) the winner.
K.BOW tbe Ka\i-Yug to be an age when
very few have any faithl
and respectable people are beginning
to commit sins, and fatheVs are afraid
of their sons.
They have given up God's worship from
their hearts, and spend who.'e nights in
sinful actions.
Look, brother! at the ways of the world
—people have no thought of t'eath.
Hear the whole state of this woild-—this
world is all a dark abode.
This life bears little fruity if the breath
goes out in a moment.
Fix your mind upon your Creator if you
hate a desire for yoilr own good.'
The Basant (spring) is come ; heav, oh
people; as you act, so you will enjoy.

The translation is a rapid a/rnd incomplete reading of the original, which

seem s to me
to be not an unfaitMml picture of the Panjab, as it is after 3S
years of the reign of “ law” and 26 years of “ education.” The jM-ovince
which, according to our earliest Adlministration Ueports, forgery, pe^y^r/,
teiy and swindling were almost unlknown, is now becoming rapidly praiicient fo
these arts. The peace of families hais fled with the rise of young Panjab ; “ fathers
are beginning to fear their eons,” tihe religious sense is dying out and .'itigation
is wasting the energies ,of the peiople, whilst the “ educated” aretlrivento
pleasure and
disaffection by a systejm of education which unfits them lor any­
thing except posts under Govemmt^nt, the nuaaber of which must always con­
tinue to be limited.

The following extracts from Mr, A. P. Howell’s “ Si^ateof Education in

India during 1866'67 may be qucoted as bearing on the questions of Mahajani
Schools, of IFrdu versus Hindi and of the difficulty of ascertaining the exist­

• Compare tl*58 witli tlie first lin« of tlic celGbrantod Uvdu Masiiav.'i of Mir Hasan : “ Let me write first the pro-
feseion of the Unity of God, before whom first boweccl in ad >ration the pen.” = ‘' Kariin pahle tauhide Yezdfea raqain,
Jhok* jiske sijda-Kjeyn awwal
 ( 8 ))
ence of indigenous schools, even in^nch a jprbvince as Oudh, wbeM ih$ar0 was
no wish to destroy them :—

“ 33. Prom the first considerable practtical difficulty t a arisen from the fact
of there being in Oudh two entirely distimct Yernacular ^h^i^tore—Urdu and
Nagri—each having claims of its own not to be lightly neglected. The com-
mon-spokeu language of the province is Hindi, with a large admixture of
Persian words, the proportion of the latter varying from a maximum in our law
courts to a minimum in remote country milages. The written characters in
actual use are Urdu and Nagri, with iti^ corruptions, Kaithi and Mahajani.
Urdu is easier than Nagri to write, and, be?ing the character used in our courts,
and a kind of lingua franca understood aUL over India, is most useful to boys in
after»life. On the other hand, Nagri hass the more perfect alphabet, is far
easier to read, and is the native dress of the) vernacular of the province. Kaithi
and Mahajani are merely forms of Na^i, tlhe tops of the letters being omitted,
the vowels wholly or pirtly left out, and! the letters themselves mutilated.
I believe no such thing as a printed book in Kaithi or Mahajani exists ; but
bankers, shop-keepers, and patwaris (village accountants) keep their accounts
in these characters, and use them in tlheir business correspondence. As a
genera] rule, the persons just named canncot read the printed Nagri at all, and
look upon it as rather a useless accompllishment. In attempting, then, to
judge from present usage what vernacuilar characters should be taught in
schools, the case stood thus : all persons c3onnected with courts and offices, ail
candidates for Government employment, alll Muhammadans, and nearly all edu­
cated Hindus, use Urdu (the character intro#duced by the Muhammadan rulers ) j
Pandits and other Sanscrit scholars write 0 »uro Nagri, whilst the whole trading
community adopt th e corrupted forms memtioned above.
“ 34. From the outset Kaithi and Malhajani have been excluded from the
course of studies, there being no books, aand it being weU known that a Nagri
scholar can master the two written characteers in a few weeks. As regards Ui3u
and Nagri, no favour was shown. A pmpil, on entering a ziUah or tehsili
school, was allowed to choose either, and cconfine his attention to that exclusive­
ly. This proved to be practically very inconvenient, for, though the Urdu
element preponderated largely, each claiss was broken up into an Ui'du and
Nagri section, requiring separate tuition, wliich, with the number of teachers
available for each school, it was impossible) to supply. Under the new scheme
all pupils in zillah schools are taught Urdui, experience having shown that this,
though essentially foreign, is, under presemt circumstances, far more popular
than Nagri. Each class, however, from thie fourth to the seventh, unless spe­
cially exempted, is sent for one or two Ihours a day to the pandit, to learn to
read and write the Nagri character,
“ Native scholars are unanimous in tthe opinion that elegance in Urdu
coihposition can be attained only by remding Persian, and they regard time
spent in reading Urdu as thrown away. Thiese views are no doubt exaggerated ;
but> as there are a large number of Perssian words and phrases in the current
language of the’province, a knowledge of Persian is doubtless useful, and as
it is moreover a very favourite subject amomg respectable natives, Hindu scarcely
i^s than Muhammadan, the change is likeily to be popular.
“ 98. Indigenous schools are not inclmded in the statements accompanying
this report, as no reliable statements regairding them are available. Deputy
Inspectors are directed to find out where ssuch schools exist, and to visit the
most important of them if they have time, ithe object being ( 1) to collect informa­
tion, and (2) to endeavour to improve thema.
“ 99. Very few indigenous schools o)f any kind exist in villages ; but in
towns they are more or less numerous. They are either Persian or Hindi.
In the former boys learn to read Karima^ Amad Nnma, Gulistan^ Bostan, and
other Persian works, and to write Persiara and Urdu letters. They read no
Urdu books, and do not attempt arithmetiic, grammar, geography, or any of
the subjects usually taught in Governmeent schools. The number of pupils is
generally very small. In Rai Bareiliii the Deputy Inspector reports 36
 ( 9 )

schools, whoso aggregate attendance is only 172. The teacher is usually a

private servant of the patron of thte school, from whom he receives food and
two or three rupees per mensem im cash. Hindi schools are patronised by
hunnias a^d other shop-keepers, and are often attended by 20 or 30 boys each.
The curriculum of studies consists of Ithe Kaithi-written character, the multi-
plication-table, and a mechanical kiind of arithmetic, enabling the pupil to
work out rapidly questions of a certaiin type in proportion and interest. No
books of any kind are used ; neither te3acher nor pupil being able to read any
printed character whatever.
“ 100. It does not appear that any great improvement in schools of
this description can be made at presenit. The Persian teachers are, as stated
above, generally private servants, andl, so long as patrons are to be found who
consider Persian all that is necessarjy, the course will remain what it is. The
Hindi Guru is paid to teach what the) Eanya considers necessary, and, if he
ceased to do this, pupils would cease Ito come. Moreover, his inability to read
printed books prevents his adopting ouirs even if he wished. In some instances
Hindi schools liaYe been converted intto Government institutions, and a trained
teacher sent to give instruction, in Nag^ri, whilst the guru continues to impart
Ills own peculiar lore fora portion of tlhe day. If he learns to read and write
Nagri himself, he is promised admissiom to the Normal School.”

3 . — A p p e n d i x t o t h e M e m o i r s op S t a t i s t i ^ ;s on I n d i g e n o u s E du cation
IN THE N o r t h - W e s t e r n P r o v i n c e s , p r i n t e d 1850.

* . The following extracts are in sujpport of the assertion that a Lieutenant-

Governor of the North-Western Prowinces proposed to maintain indigenous
schools with gifts of land, but that the C^urt o| I)irectors preferred tol,^ so by
money ■grants :— '
to No. 1089 of 1346, o f Secretary, N'iTlh*~lFe^tern ’Proninnes, to Secretary, Government of
India, dated 18Uh Nov«mhtr 1S64.
“ The views of the Honourable Court of D)irectors on the pecviliar fentures of Mr. Adams^
proposal are explaiued iu the following panigraiph of their letter No. 3, dated February 33rd,
18 i2 :—
Mr. Adams expresses his opinion that extisting native institutions are the fittest means
to be. employed for raising and improviBg the ctharacter of the people, and that to employ those
institutions for such a purpose is the simplest, tthe safest, the most popular, the most economi­
cal, and the most effectual plan for giving that; stimulus to the native mind which it needs on
the subject of education, and for eliciting the exsertions of the natives themselves for their own
improvement, without which all other means must be unavailing. Government should do
nothing to supersede those exertions, but shouuld rather endeavour to supply the meaus for
making them more effectual. In this principle! we most fully concur.
* * * * * * » *
** 8. The proposed scheme contemplates tWie endowment of a school in every village of a
certain size, the Government giving up its reveunue from the land, which constitutes th« endow­
ment, on assurance that the zemindars have apppropriacej the hind for the purpose of maintain­
ing a schoolmaster.
- “ 9. This system is most in consonance witlh the customs and feelings of the people. The
schoolmaster will become a recognised villag^c servant, elected and supported iu a manner
consonant with the usage of the village commninity.
10. An endowment in land is preferable tto a money payment, because it gives greater re­
spectability of station than a pecuniary stipenod much exceeding the rent of the land, and
because it connects the schoolmaster with the ecommunity in a way which renders his services
more acceptable to them than if he were the paidd servant of the Government.
“ 11. A jagheer of from 5 to 10 acres of lawd will give a rental varying from Rs. 20 to 40
per annum. This is in itself small, but for the jagheer of a village servant it is hand­
some. In 4«7 villages of one pei^unnah of zillabh Agra the average h(*lding of each proprietor
is less than 15 acres, and on this they have to paay the Governnient assessment. Besides this,
it is not desired that the endowment should consstitute the sole means of support for the village
schoolmaster. Me will still receive presents anod fees in money, food and clothes, as is now
usual, even if he do not receive a regular fixed jpaymerrb from some of his scholars. All the
statistical returns of the emoluments of schoolmaasters show that their present emoluments are
very small, so much that the addition of an eadoowcjent of 5 acres would place them iu a state
of comparative wealth.
Part IV. 3
 (1 0 )
“ 12. It is nofc probable that endowments wil! be made on the proposed plan to the full
extent for many years, but it may be well to enquire what is the utmost amount which
this measure may finally subtract from the income of the State.
* * * * * *, * *
17. It is the standing reproach o f the British Government that whilst it continually
resumes the endowments o f former sovereigns, it abstains from making any even fo r those
purposes which it considers most laudable. The present measure will in some d egree remove
this reproach.^ and that in a manner most acceptable to the people at large**

Scheme fo r founding village schoolt.

1. Whenever the zemindars and majority of the respectable inhabitants in any mouzah
which contains houses shall wish to establish a school in their village, and permanently to
endow it with a jagheer for the schoolmaster, containing not less than 5 acres of land, they
shall state their wishes in a written representation to the Collector of the District, and shall
specify the lands which they wish to set apart as an endowment.
2. The Collector, on receiving this application, shall satisfy himself of the sincerity of the
desire on the part of the applicants, and of the reality of the proposed endowment, and shall
then recommend to Government through the usual channel the remission of the public demand
on the lands so appropriated, calculated* j6n the mode specified in paragraph 29, Circular Order
of Sudder Board of Revenue, No. IV .'
3. The nomination of a schoolmaster shall rest with the zemindars and principal residents
of the mouzah, but no person shall be appointed schoolmaster unless he fully understand, and
is able to explain and give instructions in Ram Surrun Doss' four elementary books, both IJrdu
and Hindi. The Collector shall satisfy himself the extent of these acquirements before he
sanctions the appointment.
4. 'i'he Collector, or his Deputy, or Assistant, or any other person specially appointed by
the Government for the purpose by public notification in the Gazette, shall be empowered to
visit these schools, and to ascertain t\iat the endowment is faithfully appropviated to the
support of the schoolmaster, and that the schoolmaster appointed continues in the active and
efficient discharge of his duties.
5. If the visitor consider the schoolmaster to have become inefiStiient or neglectful of his
duties, he shall call on the zemindars and other respectable residents to discharge him, and
nominate another qualified person. If the villagers will not accede to this requisition, he shall
be competent, with the concurrence ot the Commissioner, to resume the land for Government,
and to levy from the village the amount of the original assessment.

Extract from a despatch from the HononraWe the Court of Directors in tlie Pablie Department, N o. 20 o f
184^7, dated the 25th August,

9. The plan proposed by the Lieutenant-Governor of the North-Western Provinces,

which is supported by the recommendation of the Governor
Proposed establishment of village General, is the endowment of a school for instruction in the
Mhools in the Morth- estern rov- vernacular language, through the medium of elementary books
prepared for the purpose, in every village of a sufficient ex­
tent. The endowment to consist of the relinquishment of the Government demand of
revenuib on a given extent of land, ou assurance that the zemindars appropriate the land to the
maintenance of a school. The amount of the grant is computed at from 5 to 10 acres, which
would yield an annual income to the proprietor of from Rs. 20 to 40 a year. This, though
snciall, is considered to be sufficient, as in many villages the holding of each proprietor is less
tlian 15 acres, from which he has to pay the Government revenue. The schoolmaster is also
to be perix'itted to receive the fees, which it has hitherto been customary for the scholars
to pay bijr:,
10. It appears that in the Regulation Provinces under consideration there are 7 9 ,0 3 3
villages. Of these 1 8 ,0 0 0 contain 100 houses and upwards, and 5 ,4 4 0 contain 2 0 0 houses
and upwards. The jumma is rated at 2 rupees per acre, and the amount of the revenue
proposed to be alienated, supposing the endowment to be restricted to the large villages, would
be therefore from Rs. 54,4iU0 to Rs. 1 ,0 8 ,8 0 0 per annum. If extended to the smaller vil­
lages, it would be from Rs. 1,S 0 ,0 0 0 to Rs. 3 ,6 0 ,0 0 0 , according as the endowment s)|ould
in clu d e 5 or 10 acres. The smaller sum would be from 2 to 4 annas per 100 rupees on the
revenue of the province (4 crores of rupees) ; the larger sum would be from 7 to 14 annas
per 100 rupees. The amount of this alienation, in the opinion of the Lieutenant-Governor,
will not be felt, and will be more than replaced by the annual increase of the rent-roll from
causes constautly in operation, and strengthened as those causes would be by the extension of
useful information among the agricultural population.

* A t tho nverixgc rate of the Uovermnent. jumina and 10 per cent. adUitioiiiil.
 ( 11 )

11. The advantages of this plan ov'er a money grant to the gchoolmaster are represented
to be its harmonising'with the feeling’s and practices of the people, its conferriufj upon the
schoolmaster a higher deg-ree of respectability and influence, its conuecfcing- him with the
commnnity in a waj' likely to render his services more acceptable to them, and its tendency to
efface the reproach, to which the British Government is exposed, of continually rssuaiin" the
endowments of former sovereigns, without making any itself, even for purposes wbich it con­
siders most laudable.

13. We are not satisfied, however, of the expediency of the particular plan proposed by
the Lieutenant-Governor of the North-Western Provinces. It has no doubt the advantngevS
ascribed to it, and is apparently the most economical arranj^ement for efiTecling tlie object
proposed. Endowments of land are, however, open to obvious objection. They liave an
inherent tendency to assume the character of permanent at)d hereditary property independent
of any reference to the tenure by which they were originally held. An actunl occupant, even
should he prove inefficient, would think himself deprived of a right if he was removed, and
a son would claim to succeed to his father, whether he were competent or not to discharge
similar duties. The evil would be aggravated by the extreme dilhculty of exercising a vigiinnt
control over such numerous establishments, and in one or two generations it might hapj-en
that the alienation of revenue would be of little avail in securing the education of tlie people,
A mone^’^-payment cannot be so perverted ; it is given for a definite duty, and wiien that duty
is negligently or inadequately discharged, it is easily withdrawn or transferred to a'more
competent individual. We are disposed to prefer, therefore, the grant of a monthly stipend to
such schoolmasters as may be appointed to the larger villages, or to those, if properly' quuliKed,
v\'ho may be already employed in them, making them responsible to the local Government,
through the constituted authorities, for the )>roper discharge of their duties. We s)iall be
prepared to give our favourable consideration to any measure which may be suggested upou
these views.

Extract of a letter from J. T h o e n t o n ,Esq., Secretary to Government, Novth-WesiUtil "PtovlviCies, to

to the Government of India, Home Department,— No. 507, dated the 19th April 1848.

9. The objections to money-payments to village schoolmasters are these :~

-They must consist of money-payments, the faithful disbursement of which in
remote parts of the district it will be difficult to ensure.
Second—They lead the schoolmaster to look exclusively to the Government, and to
neglect the conciliation of the people. The schoolmasters are considered the
servants of the Government, and not of the people, and ure therefore viewed
with less of cordiality and more of distrust than if they were remunerated by
an endowment pf land.
There will always be danger lest the actual appointment a villasj-fe, school­
master, or his apprehended introduction into a village without the yyish of the
people, will discourage others from coming forward to meet the volnntj|ry
exertions of the people. 'J'he Government schools may sometimes supersede
and discharge the naturjal efforts of the people to supply their own wants.

4 — A FEW HOUGH NOTES AND PROPOSALS ON T H E SUBJECT OP lN I> m E N O U £

S ch ools^ c h ie f l y based on a peeu Sa l of R e p o i 4T s on I n d ig e n o u s
Schools in the N orth -W estern P r o v in c e s .

The following rougli notes and proposals, regarding indigenous schools

generally, may illustrate some of the statements and suggestions in Part I of this
report
Indigenous schools are not ne<5essarily religious, either in the Punjab or in
the North-Western Provincei|. I ur instance in the district of Fatehpur there
are two Hindu religious schools attended by 7 pupils, agaiost 151 seqular schools
attended by 881 pupils. In 13 o these no fees are paid. Muhammadans have
13 religious schools with 85 pupils, knd 50 secular schools with 386 pupils.
In the Mozaffarnagar district, jout of 264 indigenous schools, oniy 58 are
religious.
To have the poor classes looked after^ religion mmi he taught.
Indigenous teachers art. not interested in giving their schools a higher posi­
tion than they deserve. Their reporis, therefore, are tmder, mihev than over^ tlie
mark.
 ( 12 )

Government returns are only approximate, so are indigenous.

The people should appoint their ©wn masters, and to some extent fix the
subject of tuition.

Indigenous books are o f ten childish— Oomrnment hooks too dry.

Government schools should become more like indigenous schools, and in­
digenous schools more like Government schools, so as to avoid a conflict in a
common cause.
Indigenous schools are as much a relic of an ancient village system as they
are the result of modern requirements, which are not met by the Government
system of education.
Although the teachers do not explain the religious books in tljjg elementary
schools, the parents to whom the boy repeats his lesson often do, even when they
cannot themselves write and read, from their practical experierce of life and of
religious exercises ; so there is no one who does not understand the general drift
of a passage from the Kuran and Sanskrit devotional books. The consequence of
which is that the introduction of Arabic and Sanskrit words into translations is
understood to a certain extent even by the vulgar. This is less the case with
Persian, which is confined to a more educated class.
In Hindi schools, Sanskrit Grammar, Sarrafi, and the Native method of
accounts and book-keeping are taught^ but never Hindi as a language, the
Sanskrit Grammar being explained in the vernacular of the district, through
which, if Hindi is the vernacular, that vernacular is not only incidentally learnt,
but also improved by the study of Sanskrit Grammar\ Similarly, in Muham­
madan schools, Persian literature and polite letter-writing are taught, Ijiy which,
incidentally, Urdu is acquired. Were elementary land-surveying and patwari
accounts taught in indigenous schools, they wouldalmost completely answer the
requirements of agriculturists.
I f a boy learns arithmetic in our schools, he is o f little use fo r the shop, be­
cause he finds there a different system o f accounts - and the n^eanest Banya can
cast up tJie intricacies o f the grain-trade accounts by a mental process fa r more
rapidly than i f he had taken honors in Mathematics at the Calcutta^ University.
The sons of the present indigenous teachers who wish to follow the pro-
f(}ssi0n of their fathers might be trained at the Lahore Oriental College in their
own learning as \fell as in general branches of knowledge, to which a course of
instruction in the science and practice of teaching, on European as well as Orien-
methods, may be added. In every case, the village schoolmaster ought to
be one of the people, and not a Government official anxious to exercise his
little brief authority.
That presents should be made to a teacher by a boy on the completion of
a book or part of a book may certainly be called a “ payment by results.”
One of the most indigenoul forms of Urdu education is for a wealthy man
to employ a teacher for his soi^s and those of his relatives, and to allow him to
teach those of his friends, also on some payment. It was thus that Aurangzeb
himself read with the son of a weaver.
The officers of the Educational Department look on indigenous schools a?
competing with them, and therefore either neglect or suppress them; but there
is no reason why there should not be co-operation, as their aim is the same or
ought to be so.
The average attendance in indigenous schools, except in those o f the Fddhdf>
is 10; the lowest attendance in a Government village school is 20; the conse­
quence is that the Government school can never reach the small villages.
Besides, far greater personal attention to each boy can be given in an indige­
nous school than in a Government school, especially as it is the practice for each
hoy to bring his lesson separately to the teacher, whilst the remainder are conning
over what they have learnt from the teacher and what they are preparing;
although both in elementary and advanced Muhammadan schools it wiU. often
 ( 13 )

be found that the same tert-books are used, yet the mode of instruction, even
in such books as Abul i ’azl, Alihlaqi-i-Muhsiri, Gulzar Dabistan, Ruqat
Nizami, Safwat-ul-Mesader, Karimii, Khalik Bari, Amadnama, Guiistan and
Bostan are taught far more perfectly in the advanced schools {Mozaffarnagar) ;
also Namkina, Sikandamama, Masdar Eayiiz, Tahirwahid, Minabazar, Panj-
rukha.*
The Halkabandi system alone can successfully compete with indigenous
schools.
Punishments are lenient where teachers depend on their pupils, such as
standing in the corner and beating with a slight switch, retention after
school-hours or at meai-times, pulling the ear.
Eees vary according to the wealth of the pupils. They are given either
on Sundays or on Thursdays, as Priday is often a holiday. The T d i is a fee
from six pies to one anna which the pupil presents with a composition in
honour of the festival. Sometimes there is a contract rate for food between
parent and teacher.
Pandits are often supported by Jajnianee^' or Katho^^ the contribution
of the families to whom they act as religious advisers, and they often feed
the sons of their clients during teaching hours.
One of the results of the establishment of Government village schools
has been that the people have not started Persian or other schools at their own
expense, which they otherwise would have done.
Masters of Persian schools are also supplied with food by the owner of thr
"house where the school is held, while the Hindu teachers get a sidh<ji, (atta
dal and salt, &<?., &c.) twice a month from each pupil.
The object of indigenous schools is •education for its own sake or prepar­
ation for the work of life; that of Government schools is examination and
employment under Government.
The books commoniy read in Sanskrit schools are Beharsat,” “ Kaumudi,”
and “ Amarkosh.” “ Akshardipika,” “ Saraswat,” “ Chandrika,” “ Kirmit-
shraddha ” and “ Vyakaran” are also taught, also Astronomy, Nyaya.
The extension of the present Government system of education depends
on the extension of Government employment and no further.
In secular Hindu schools the text-books are Pathi” (really “ a board” )
“ Charan Jika” and “ Ramchandrika” for reading, and “ Lilawati,” for arithmetic.
In Arabic schools, after the completion of the grammatical course, liter­
ature, logic and law are taught, the Kuran schools being chiefly confined to
the middle classes, (a) by rote, (6; by heart for the Hafizship.
The cultivation o f the memory is one o f the beat results o f indigenous schools.
The absence of classification in schools is not wholly a disadvantage, as it
enables each boy to get on in accordance with his talent and industry, and the
clever boy is not kept back in consequence of the duU boy.
The great object of natives in starting schools is to enable gratuitous educa­
tion to be given.
Pice paid on Saturday are called “ Sandina.” Many Pa.dha schools exist in
out-districts, but only a few months in the year (during miny season).
lu the high^t indigenous schools even our entrance course could be
introduced.
The object of the grant-in-aid should he publicly e x p ir e d in ever^
village;
♦ In Hindu schools the Balbodh, Shighr-bodh, Saraswat, Mah&tc-Chintaniani Chandrika, Atociarkosh,
B h a r a t , Bam ^an Adhiatm, Lilawati, Manorama and Haribans are used; also Aksbai’ Dipika, and Suraj-
por-ki-Kahatii, Bidya-anknr, l^ranmala an d arithmetical tables. ‘
^Gunnukhi or Land^ are studied by both Hindu and Mubammaaan agriculfcnriets or traders, o£Sclalfi of
Kative States, the state of education in which m aj be taken to represient to a certain |sztent the 'state of
education in the Panj&b before annexation - '
Part IV . 4,
 ( 14- )

Many teachers in private employ cannot, of course, accept the grant except
when their employers permit them to do so, which would rarely happen, as they
would lose their liberty, get their schools crowded, i.eo, except where they wish to
stand well with the authorities.
In many districts three-fourths of the schools have been closed owing to
the existence of Government schools and the general depression of the people.
In Goruckpore one boy in every three attends a school, and one boy in 28
in the country.
A custom of travelling Land^ teachers also prevails in the country.
It is in proportion as one is oneself in favour of indigenous schools that
one believes in their accepting aid.

The amient indigenous village system is 07'al instruction and learning

arithmetic by heart.
. Attendance registers are not kept, but boys’ names are called out from time
to time which keeps order even in a Padha school of a hundred boys, and
ensures attendance, as the absentees are sent for from their homes.
No fines are levied. Instruction lasts from morning till evening, with a
recess of two hours for food, from 11 to 1. Teachers generally never leave the
school-houses.
In Eiah aid is given to six schools from halkabandi allotments, and are to a
great extent the remnants of private schools preparatory of the younger boys,
for Government schools, or to keep them under supervision, and of the older
boys for Persian education beyond the school course.
If the Lahore Government College could be called a college when it had
only fcur students, there is no reason why an indigenous school should not be
cdlled a school when it has less than ten pupils.
District officers when on tour should receive applications for new schools.
In Hindu schools, which are both secular and religious, the following
books are taught: Saraswat, Chandrika, Sidhant Kaumudi, Bhagwat, Eamayan,
Laghu Kumudi, Balmik Kamayan, Mahurath Chintamani, Sarb Sangrah, Satya
Narain, Srimad Bhagwat, Durgapath, Shankarbodh, Gulistan, Bostan, Bahar-
danish, Insha Khalifa, Abul Fazl, Sikandarnama, Yusuf Zuleikha, Mufidnama,
and Panjrukha.
In Persian and Arabic schools, which are both secular and religious, the
following books are in use : in schools I—Sipslrd,-am, Karima and Mamokima,
Gulistan and Bostan, guide to praying and fasting, andKuran; in schools
|II^—Sikandarnama, Bahardanish, Abul Fazl, Yusuf Zaleikha, and the Kuran.
The school, if only a secular one : the following subjects are generally taught
>in the advanced schools in the Urdu, Persian and English languages : Karima,
Mamokima, Uastur-us-sibyan, Gulistan and Bostan, English, First Book,
Second Book, Third Book, Fourth Book, Grammatical Primor, Arithmetic,
Geography, History of India.
The native system is that a man shall first commit his book to memory
and then learn the meaning. The consequence is that they at any rate keep the
prayers required for different ceremonies in mind, whilst others derive a liveli-
lood from this attainment, e.g.. Brahmins among Hindus, who are family
priests, and Hafizes amongst Muhammadans, who are preferentially elected as
Imams of mosques, and who at any rate must lead the prayers at night during
the Ramazan (called Taramh). (This also applies to the Punjab.)
Sometimes boys are allowed leave before the end of the school when they
have learned their lesson thoroughly.
The advantage of the private school kept by a wealthy man is that his
poorer neighbours can learn gratis along with his own children.
 ( 15 )
Even when teachers who have been, taught in Government schools are
employed in indisjenous schools, which is very rare, they fall into the traditional
method of teaching. People consider the style of education in indigenous
schools as better than in Government schools.
Grants from Government will only be accepted if the parents on whom
the teachers depend agree to the condition of such grants
Rajputs do not care for learning;
Khatris give their children an education suited to their position and no
more; and
Muhammadans consider that Persian is taught better in indigenous schools
than in Government schools.
The continuance of indigenous schools is practically a protest against the
Government system, and seems to be a survival of the fittest in native opinion.
The multiplication-table is taught in Hindu schools, and in addition the
product of the various numbers and 1-| and 2^, &c.
Sometimes the indigenous teacher is a man whom a villager has brought
up to keep his accounts and teach his children.
Care should be taken to make the teaching of poor children a condition of
giving a grant from the cess or otherwise to an indigenous school.
If regular returns had been kept of the indigenous schools in the Panjab
by the Educational Department, as is, I believe, done in the North-Western Prov-
vinces, there would not now be this difficulty of ascertaining the number and
subjects of study of these schools.
In Hindu schools boys learn arithmetic in the morning, and writing in the
afternoon.
TiiQ. latter is lirst done with a piece of wood on v powdered board (if not
on the ground), and then on paper.
On the Ashtmi festival, twice a months the Brahmin master gets fiour and
cldl and a pice from each pupil.
Once a year, on the 12th Bhadon, the master accompanied by hisptipilsgoes
round their houses with a salver into which each puts from 4 annas to a rupee.
In Muhammadan schools the teachers similarly get a gratuity from 2 annas
to a rupee on the Ed-ul-Fitr, Ed-uz-zuha, and Shab-i-barat, as well as a pice on
Thursdays to have-themselves shaved and their clothes washed in order to appear
dcHsently on Friday at the mosque.
Where the whole family are teachers, some of them may have other occu­
pations, but they can always be obtained for teaching purposes.
Often, even now, new indigenous schools are started, and Sanskrit schoofs
teaching grammar up to Siddliant Kaumudi and Kavya, as also schools to teai^i
the multiplication-table up to Bikat-pahara.
There are Pandits who accept neither presents nor fees ; tlioy teach tlic
Nyaya, Vedanta, Mimansa and Sanskrit grammar to the advanced stiidonts, and
to the rest Kathas (recitation of religious or Puranic legends), such as Sata
Narayana, Ekadashi Mahatma, Bliagwata Saptah, Gita, &c., in Sanskrit, and to
explain them in Hindi; also tlie outlines of astrology, the rules for explaining
the Hindi calendar, and the method of performing the cereinonics obscr\a>d on
births, marriages, and deaths.
In Lande schools they get flour, dal, ghi on the 11th ot* each lunar fortnight,
Ikadashi, and a large preseiit on the 4th of the light fortnight of Bhadaiai^
usually called Oliaiik Oliaukri (because four boys go along playing with sticks).
This fee is 4 to 8 annas from poor parents, and 1 to 6 vupot's I'roni the Avell-to-do,
and sweetmeats are also distributed to the })upils, and a pagri, souietiiues,
to the teacher. It, however, is said to have ha])pened in tlie southern part of
 ( 16 )

the Punjal) and in the North-Western Provinces that Land6 schooh are stai*ted
just before this festival, and then disappear.
Competition between Indigenous and Government schools should be en­
couraged, and district and municipal scholarships he thrown open to them as
well as to others, and the successful indigenous student be, allowed to remain
in his school if he chooses.
Grants should not be given so as to make the teacher independent of his
pupils.
Indigenous schools in the Punjab are not so ephemeral as iot^nany parts of
Oudh and the North-Western Provinces.
The attachment to old text-books of those who have themselves been
taught in indigenous schools should not be lost sight of.
Teachers of Indigenotis schools who have been taught in Government
schools are often not allowed by ihe parents of the pupils to teach History and
Geography, Arithmetic being io s t valued.
If the Indigenous teachers themselves were to be sent to Normal schools,
their own schools might be broken up during their absence ^
' Indigenous schools are often in close proximity to Government schools.
Indigenous schools are often deserted, as instruction in Government
schools, especially in .A.rabic and Sanskrit, is cheaper.
Private tuition in the Panjdb is often as ephemeral as in Europe.
Patwaris have been known to prefer sending their children to an Indigenous
school, though they are warned that they are, thereby, disqualified for office.
The best way to aid Indigenous schools is
(1) Public scholarships obtainable at the “ public service ” and other
examinations, the number of optional subjects in which should
be increased.
(2) The liberal supply of text-books, without on any account pre­
scribing their exclusive use.
(3) Prizes to pupils passing in any subject of general knowledge
at public examinations, and khilats to the teachers for every
three pupils so passing.
If Indigenous schools are to be g^sist-ed, no further increase of Government
;^m ary schools shom l^ke place, but the Ipresent Government schools should
b'e ^^nverted into model^digenous schools.
Pupils in Persian schools leam hy rote pioral precepts, aphorisms and
verbal conceits, which are generally explained to them % their parents or
friends. Shikasta writing is taught in the Persian schools.
If a pupil read silently he is supposed to neglect his work.
The Collector of Ballia says that the Indigenous Rchools are looked on with
jealousy by the Educational Pepartment.
FatM is a piece of ground rubbed over with coal or mud.
The explanations given by the teacher must also be remembered by the
pupils.
Every boy is taught separately.
Teachers of Mahajani, Landi, Sarafi; KaitM or Muiidia schools in the
North-Western Provinces are often called Bh4i, Guru, Padha, &c., &c., wMda
seems to illustrate the fact that many of them came from the Panjab.
Night schools might be opened with advantage, both for boj^-^n^::Multa,
in towns and the larger villages wherever agreeabh^ to the^eg^ie and the
teacher.
 ( 17 )

l^Note.— See Hoskins’ complaint against Educational Department, Budaun.]

The teacher might register his school with the Deputy Commissioner. Some
boys read the Hamayana in Hindi; sometimes the Kuran is also taught in
mixed schools.
Ko grant should ever be given when its effect would be to lessen the
parents’ outlay on the education of their children.
When the crops are good there-are more Indigenous schools.
Indigenous schools are often started by rich zemindars and mahajans, who
do not like to send their children to a public school.
Proposals.—Taking the cost of each student in Panjab Government and
aided schools a Rs. 13-4j“4 per annum, which includes pupils, whether they have
passed examinations or not, (see page 6 of Report), it would certainly not be
expensive to pay the following rewards to teachers and pupils for jpassing the
following tests
(1) Por passing “ the public service examination, ” three rupees to the
teacher for each student so passed; the pupil requires nothing, as
he is sufficiently compensated by obtaining a certificate qualify­
ing for the public service.
(2) For passing in all the subjects of the Indigenous eousge, to be indi­
cated for each kind of schools by the Panjdb Umversity, a certi­
ficate should be given, as also prize books of the valu€ of Wo rupees,
according to the standard which he has passed, which is to be of
three grades. For each three students so passed the teacher to
get five rupees, as also a khilat and certificate at a public anniml
meeting. The examination of Indigenous schools to be con­
ducted directly or through local examiners appointed by the
Panjdb TJmversity.
(3c7 ^ each pupil passing in any one or more subjects of general know-
ledge-hy the lower primary standard, provided the scheme is im­
proved, one rupee.
(4) For passing the Maulvi and Pandit examinations of the Panjdb
University, Rs. 5, 10 and 15 for e&,ch successful candidate accord­
ing to the grade of these standards, and Rs. 2, 6 and 10
respectively according to the tliree Munshi grades, and Rs. 2,
4 and 8 according to the three Bhai gr^es. Considering that
only 1,006 candidates have passed the Oriental examinations of all
kinds of the Panjdb University-College ismce 1871, there is no
reason to apprehend an excessive increase of the public or locail
expenditure on rewards for'such successful candidates at tlie
Yskrious Maulvi, Pandit, Munshi and Bhai examinations, whilst
the^enencial eiOPect of such expenditure will far putwe^i the
outlay, in the revival of letters and in the favoumbl^ re^ptioti
of subjects of general knowledge by indigenous teachers.

5 .— T h e C o n d i t i o n o f I n d ig e n o u s E d u c a tio n in D is tr ic ts o f th e N o b t h -
■ W e stern P r o v in c e s b e fo r e t s e i r I n c o r p o r a t io n in t h e P a n jA b .

It is necessary for the completion of the Report on what is now the Pfmjdb
to contrast the state of Indigenous education in certain districts before their
annexation from the North-Western Provinces with their present condition.

Fivm Beport o f A. B o b e r i 'S , E s q ., for 1849.

Fanipat.—Panipat district in 1849 had 105 schools. It was composed of
the parganas of Sanipatcund Panipat, and Kamal. Of 105 schools, 13 whw Per­
sian, 15 Arabic, 27 Hindi or rather Mahajani, and Sanskiit All the tcaeUc^
of the Hindu schools were Bralimiii, except two who were Banyits. OneHuliam-
madan taught a Hindu school, and imo Brahtfiins taught Pesdim schools. Sli*.
Johnson, Deputy Collector, estimated ike pm])ortion of
children to tho whole population 1*8 per ccnt.,lnit thought it shotdd he deuyetl
H A ir . r.
 ( 18 )

to include girls that were under instruction and boys taught at home, thus
showing the existence of considerable female and intramural instruction- The
proportion of school-taught children is now 25 at Paripat(?); Sanipat 8, Karnal
13.
Delhi.—Delhi district had 321 schools, of which 270 were in the city, 8
in suburbs, and 43 in the interior district. The Delhi district has now 216
schools.
The proportion of Persian to Hindu schools was 5 to 1; considering that that
city contained more Hindus than Muhammadans, this i^ remarkable. Of the
Persian teacher's 256 were Muhammadans, 8 Kayasts, 2 Brahmins, 2 Khatris,
1 Banya.
Of these teachers 24 had been in that profession over 27 or nearly 28
years. In these Persian schools the Hindu boys very nearly, if not quite,
equalled the Muhammadan boys in number. Of the teachers of Hindu schools,
52 were Brahmins and 1 a KayaSt.
Of these, 14 teachers had taught nearly 35 years.
There were six public girls’ schools, conducted by Panjdbi women, and
attended by the daughters of the wealthy Panjdbi merchants of that city.
Mohtak had 46 schools. It has now 99 Indigenous schools.
Gurgaon had 100 schools. It has now 55 Indigenous schools.
It may be mentioned that of the 46 Arabic and Persian schools in Pani«
pat 24 were held in mosques. Of the 28 in Haryana ( Hissar) 21 were held
in mosques; and of 268 in Delhi, 80 were held in mosques.

The grand total of male pupils under instruction in the North-Western

Provinces, in a population of 21,630,167 (exclusive of the districts now annexed
to the Panjdb), was 64,333 in 7,361 schools, thus showing that the indigenous
education in the North-Western Provinces was far below that in the Panjdb,
with its much smaller population, whilst the districts annexed from the North-
Western Provinces are still below the average of the real Panjdbi districts as
regards indigenous education.

6— T erm s u se d in I n d ig e n o u s S chools.

The following are a few of the terms used in the Indigenous schools:—
^CBOOh-^Chdtaal ( from oMt, a teacher, and tf<^/-hall, place [the teacher’s
house]).
JPdthahal ( from a lesson [reading house] ).
Dharmadlda,
Madraaa,
Majctab,
T e a c h e r s —of Chdtsalas, Pdndhas.
of Pdthshalas, Pandits,
of Dharmsdlds, Bhais.
of Madrasas, Maulvis ^ terms interchangeable and varying ac«
of Maktabs, Mians j cording to the office of the teacher.
P t jp iis —of Chdtsalas, Munde, Chatya.
of Pdthshalas, Yidhiartis
of Dliarmsdlds, Sikh.
 ( 19 )
of Madi’fisas, Ta]il)-ilm.
of Maktabs, Sliagird ( also of Kuran schools).
M onitor— In Muliammadan schools generally the Khalifa.
Lesson— In Hindu schools, ijdth.
In Muhammadan schools, Sahaq:
H olidays —In Hindu schools chhutti (festival-teonhar).
In Muhammadan schools, tatil and chhutti.
R evising— “ Amokhta J?arhna ” in Muhammadan schools.
In Hindu schools tlie repetition of multiplication-tables is callcd
Maharni.
W r itin g B oard— ( H in d .) patti, (Persian schools) takhti.
Rod— ( H . ) santi^ ( Pers.) chhari and also kamohi.
Pen— ( H . ) lekhni, (P ers.) kalam.
Inkstand — ( H . ) hhoka^ huddhka^ kuliya. ( Pers.) ddiodt.
P o lish er— ( H . ) ghota^ ( P . ) mohra and also ghota.
R u lin g lin e s — ( H./) samas karma, ( Pers.) jadwal, mistar.
Book— ( Sans.) ptmhtak, ( H . ) pothi, ( P. and A . ) kitah.
S heet o f Paper— ( H . ) tdo, pathra, ( P . ) takUa.
L e a f— ( H . ) panna, ( S .) patra, ( Pers.) wdraq, niidi page is called sufha.
Pasteboard— (P ers.) wasli.
S a tc h el ( H . ) bandhna, ( P .) basta, juzdan.
Correction— ( H . ) shodhna, ( Pers.) isldh.
D ic t a t io n -^ P . ) imld.
H an d w ritin g— ( H . ) lekh, ( P . ) khat.
To read by ro te — ( H .) maukik path, (P.) rawdn parhna, nazira parhna.
To ( H . ) kanth karna, ( P . ) barzahanaz-barkerna., yad
l e a r n BY H EART—
kerna, nokzahdn karna, hifz karna.
To l o o k liV E R ' TH E D A Y ’ s LESSON PR E V IO U SLY TO L E A R N IN G IT — ( H. )
bechMvnat ( P .) mutdala karna.
(P ers. ) maktub (used to practise the pupil in reading
T ile o f o ld le t t e r s —
Shikasta and other running hands).
 PART V.
LIST OF M A U IV IS, PANDITS, BHA:I$, PANDHAS, HAKIMS, BAIDS, AUTHORS axd K3ETS in th e PANJAB.
N . B . — T h o s e in i t a l i c s a r e in c h a r g e o f s c h o o ls .

Places. Maulvis. Pandits. Bhais. Paudlias. Ha’cims. Balds, Authors. Poets.,

I.— D E L H I DISTRICT.

Delhi Nazir Susain, Hafiz- OoUnd Ram, Pandit |Bhagat Singh
ullah Khan, Rdhim Radhe
Bakshh, Mansur Ali Oosaih
Khan, Muhammad Das,
Shah, Manzur Ali,
Abdulla, Abdurrab,
Abdulkadir, Zea-ud-
din, Nazir Ahmad,
Sharif Sussain,
Ahul Sasan, AbduU
maji<^ Abdulhaq.
Imam Ali, Piragdat. Mahmud Khan, Ahdul Biuda Manlvi Nusrat Ali,
Misser, Mujid.Ghulaui Riza, jManlvi Tvajin-ud-
Banarsi Saraj-iid-din, Bndv- din, Miiiislii Altaf
ud-d'ui, Qiyain-ti<l- H h s m I i i , MnulviAb-
diii, Latif Husuiii, I’.linausur, Mmilvi
(iutb-ud-din,(jhula!ii Nazir Husain, Miud-
N ajaf, Zahir-ud-diii, vi Mohiiiiunad Sliah,
Akl>ar Ali, Mohain- Manlvi Kazir Ahinnd,
iiiad Hussiiili, Nur- Maulvi Zoa-ud-din,
ud-din, MuzafEar Mnnshi Sayyid
Hussain. Altmad, Munshi
Ambeparshad, Mun­
shi Zaki.ulla, Munshi
Umrao Singh, Mini-
shi Uggar Sain,
Munshi Umuiaid
Singh, Mirza Beg,
AbduUa Beg, Iluku-
vddiii, Gliazaiifarali,
Ulfat Husiiin, Maid-
v’i Abdui-rab, Lala
Sagar Chand.
Adib, Arshad, H51i,
TaliJj, Nayyir, Nawab
j\rivz!i, Haiiz Ghulani
Basul, Wii-an, Maulvi
Aniniujan, Nawnb
Bnl;a-ud-din, Xawab
Shuja-ud-din, Nav.ab
111
M u t a K- u d-d i n.
Sheikh Nur Ilahi,
Badrul Islam, Fatah-
ullslam , Umrao
Mirza, Amir Mirza,
M auhi Muhammad
Said, Sayyed Bakar,
Nnwab ISaiaj-ud-dhi,
Mirza Muhammad
Ashraf, Yakub Beg,
Shaikh Ramzan Ali,
Pandit Ram Chander,
Lala Suraj Xarayen,
Maulvi Jamal Urrah-
nian, Ahniad Ali,
Mirza Mahmud Shah,
Mirza Ghulam Muh­
ammad, Mirza
Bakhtawar Shah,
Mirza Buland Akh-
tar, Mirza Beg Khan,
Nasir-ud-din, Mir
Shah Jahau, Nawab
Vrahid-ud-din. Peer
Qanir-ud-din, Bis-
milla Beg, Behai-i
Lai.
 List o f Maulvis, Pandits, ^c., ^e.^in the (continued).

riapcs. Maulvis. Pandits. Bbais. Pandbas. Hakims. ^ Baids. ^ Antliofs, Pccts.

I. -D E L H I BISTRICT.—continuctl.
Molina Mukmnmad Safim KMali Mam Haidar Ali.
All, Haidar AIL
BaLibfftirh Kidar Nath Qanga Bulab

Majholi Jas Ram

Suuipat luiar All (Shia) Sahacband ...

Najafgarh Ramji Lai, Deodat,,.

IL—GURGAON DISTRICT.
IlatliiQ Pandit Marashi, Hittn
Missar,Jamna Dass.

Hasanpur Nahi Balchsh ....... ......

Nuh Umrao Singh ......

Sulma Haji Abdulla Shadi Ram ... Mlraa MuhatnmadBeg, Dhani Bam Sj^jnd Glmlam Hu­ Pandal Shadi Ram.
Syed Ghalam Husain. sain.
Puiuiluuia Mohan Lai, Qiddar Dola Ram, Zabarya...

Furrukhnagar ... AMulaziz, Alxliil Ramjiwan

Hakim.
Pal\nd Radha Kishen Mnbannnad Ismul,
Amin-uddin.

Hodal Bliawani, Gangal ... Shib laX .......

Ferozcpnr ...... PoHa ... ....... Amar Chund, Dilsukh

Bin-ari ... Miiiilvi X ur AH, Glmlam Bhan Singh, Bishan Amra, Kanhia G-i^eshi Najmtiddin, Matlnb, Bas Deo, Ram Sahai, Abdul Wasa
Ilusiiiii, Abdulwa^a, Miffer, Deodat, Ram Husain, Wahtd-ud- Ram Richpal, Har-
Il:i1n Unksli, Moliani- Sahai, Slioloji, Jetar- din, Abdurrahim, naraycn, Shib Sahai.
iiiail Dill Khali,Mulla ji, Malia Singh, Abdulwabab, Ahsau
FazliuWin, Mir llam Sewak Gujrati. All, Mohamad Ali,
Muliiumnnl Husain, Fazli Mohamad, Ab-
Niu' Muliauimail. dulwasa.

Shalijalianpnr Ananda

Oargaon HiraLal ....... ....... •M

 III.—KARNAL DISTRICT.
GhoUm Rasul Mr. Abdulla Athim ...
Sqja Bam, Sita Ram,
.............. Har Lai, Seicag
Earn.
•«« Kolandar Baklish ...
Butaivt ...
Piodial
Iwiri Tulsi Ram, Dliarni
Dut.

Aiupnr Hardatoari, Hait

Earn, Permanand.
Dhindha, Islik L a i...
Siiik ...
Ghnlam Nabi
AsaiM^i ... Glmlaiii Kabi

SaljRtin ... Dya Ram

RaLmatullali
Eantal
1 Ghiihtm Muhammad, Kanslii Ram, Earn
Hcilah-uddin. ISaran.
Imam Din
Kiutlial ... Sayyad I5:irkat Ali ...
CO
Gohla Shah Muhammad ...
SaMm Bakhsh Aman-ullal\
PeuHTi ... ....... Dya Lai ...
Muliammad Buklish... llii-a Lai
Badla-la .......
Jogdhyan, Azimulla Haular Hnsain, Mu- Mulchaud.
Panipat Abdnrraliman, Ra- Bha"5van Das, Jainti liaiuiiiatl Hu«ain,Man-
ghih miuh, Rahiiu Lai, Jiiwaliar Lai, iu Klian, Baikat
liaklish. Badri Doss. Ali.

IV.—niSSAR DISTRICT.

N a li liakhsh Kazi Yusuf

i'fttahabad ... Mohamad Khuda
Baksh, Aldurrah-
man, MuLarakuddin.
K h a ira li Mota Eain, Shiv Na-
lihiwaiu ... Chokharaj, Ramjas,
Sliainsuk)i, liandeo,
raycii.
Hripat, Kali i)as.
Ram Narayeii RwHo, Shaikh Masi-
Haitu ... Oami Shah Nutli Mai, Slico Nani-
ycn, Kuii] Lai,
ta, Muuir-ud-diu,
Naiibat Rui.
Sukhdco, Umadat.
\
... Damodar Bass
 List o f Manlvisy Pandifx, i » the PanJab.— (continued).

Place*. Maulvis. Pandits. Bhais. Pandhas. Hakims. Baids. Authors. Poot*.

IV.—HISSAE DISTRICT—continacd.

S w M od SaJ^ Sam ... .... ...... Gugon

tkmwai Sirftjj-nd-din, Jamal-

ud-din.

Bkhol Sam Bd^rt' Bhonta ,..c .

TtdMOft Abdulla, Rahmat Ali BamNarawen ... .......

BkMr Bukn-ud-din, Mu- Hardco Batil Gopal, Khair-nd-din Najaf Ali, Sadiq Ali,
barkuddin, Khuda ShadI Bam, Snib Sham Lai.
fiakbsh. Bam, Har Narayen,
Bikbi Bam. Goh'ud
Ram,
Alim-nd-diUf Mahmud.

V ^E O H T A K DIST^^CT.

Kiikm Alanaain, JSCa> Santv ... Hakim Alauddin, Krbhu Muzaffar Ahmad Mah-
luimitiad Taknb, Mu* Birhamdst (in Fazalhnk, Amir-ud- vi, an Urdu and I’cr-
haminad Salikmnddin, waiia), Oanga Bam, diu, Ala liakhsli. eian poet.
Mabilminad Abdal Korayun Dat.
Glumi, Molianuiutd
WaU.
Kakamr Chandan, Lacbhman. Hitlayat Ali Khan (in Mandk Dass Qiyamuddin.
Goveniuicnt employ­
ment).

OskaM Muhammad Amanat Hans Sam Hakim Amanat Ali, Dus Baj Ghulam Ahmad
Ali. Ma^har Ali, Karim
Bfiklisb.

MfMA Muhammad Hafizud- ffarparshad Sarsa- Meiar Nath Jogi Haf£z-ud-din, Bakhtawar (oculist).,. Hafiz Amvar Ali
din, Haji Amir Ali, ran. Ali. Kaimliiya Ldl
Biifiuddiu. Giuiri Saliai, Layeq
liam lludai'pai'^had
iMtUnife Najibulla Dya Sam ...

Balukliirgliar Oobinddat, Prmdat Zu'uddiu

Jbajjiir Mt rob^m ukrn kgk^AB, AbdalHn- Fkm ai Lol^Cld-viJi Elarim n»ni«h.
IfBHbt Imli
AM nndilm I M — Vagri U l (oiawyM O.)
••••••
wwUBwe O w t M jlU l
——
Sanpla M m JM

Beri •m •••••• fM M tld ^ O a h b O M

Da^SUvpailMd.

T L ~ f l » 8 A DISTBICT.

'Smftk |Badnl]a,K«biBiklMli •••••• IfokMOMdlM Bakb Jati

Dabwali Tote Bmb 8Mk Sttikh Qnredii ...

Sirsa KadirBBkliah Pundit B«ai KridwB, IdmrSBgh Abdalk (of Sikm. EeshorcChand Jati... Karim Bakhsh.
IdMurDua. darpor).

... Muhammad Aim ed •MtM •••••• AlmMdlHa Varyam Ahmad Din ... Muliammad Akr.:
D in , Mian Sulcyxnia
Hat'u Fatah Dm.

Behrajpm ... Rdhmat Lin Jitmgal Sam 8 i& 4 ... *4«— Of

*
Sarauan ... Fakir Kadir Bukhsl)

Easulpura ... Balimat ...

Fuzalka >>{ Sayyid Muha m m a d Scdha, RamNarayan, Rupae-pnj

Bhah, Qhulbm Itasul Dyalcband.
of (flasta). ^
v lL -t T 5 t 9 iJiLA DISTEICT. "
, • i • *.
J5irmha Ifimd $aai Kluunk Singh Mahtab Singh, Bal- idleti Ram, Div*
, Narayen^^w . mukand. . MaL
■* '

»v*' *. •*'- % '< - •••••• ■**v*

vV,
' v
' ‘ <• ■: "
•t; ; " '■■ r- ’ ■' >-'■
1 "'■■■'■ » '
••• . ••• Wand X>n IJal: ^ la i Elsbi^ r ' '
' Padam
*' •
■■..V fc. •S‘‘'' ' . i*- '
V " ^Batui n*itipi BsUiriir
... ;t«chhmi Faraya^ ......
”1 ^ ' " ^arayan ^ jg b .
/
 List o f Mmdvies, Pandits, 8jC., Src., in ihe Faujab.—(continued).

Maulvis. Pandits. Pandlias, fiaids. Authors. Poets.

UMBALLA DISTRICT—(contiuufd).
't ‘
Sodlti >~ Rainji Dass ... .......
■■"■‘ I " Fazl-i-Karims Qudrat- Ram Ditt^ P u lu ,
M. Qutb-ud din (in Cliamlu Lai Bisban Singh Mongol ... Saran Singh
': Sauga). , ullah. Narayaiii (a woiuaii)

Sadliorji c MyanjiAtHuUa ... Hira Lai, Ganpat, Kanh Shtffh Kbadin) Hiisain, Huisain Bakhrh .....
Sliankarja. Amajiiit Ali, Man-
ri sib Ali,

MuII'iwa Sajab Ali

Faiz Mnhamiaad, Ab­ Chuni Lai, Balrau- Qiitb-ud-din, Farid Narayana

dul Khi-lik. r kaud. Bakhsh.

Bijc Singh Salig Ram

05
......... Uraa Dat, Narain S«y«» Jogi ilakim Daulat Ali ... Rugha Baid
DaSj Jai Dayal.
Tulsi ^of Burga) ... Fansari
'' ..7 . ... 3%li S m

UiubiJTk Muhammed vSaid, Jarnna Das, Sah'ff Lachhman Singh ... S i r da Ram, Shaikh Jafar Husain, Buali Ahmad Hasan
Ghnlmn Ali Khan, Jiatn, Pnrbhudyal, Ala BakhsU, Bakhsh, Chardu.
Rnflq _ Ahmad, H iir i Saran. Siugh.
Sayyid Razi.

VlhoiC Hafiz Iniiim-Tid-din... Ewa, Jhaddu Lai, Tola .......

H. Kliair Muharainad, Mulla Ram, Bisham-
bar Das.
I ......
Ilardat, Sina.
Hadaur
Hori Saran
Gliulam Haidar Jethu
Tliaucsar .c. IsbquM ... Bttlehand, Atma Ram,
Gaiiga Ram, Bliajr- ...... Rahmat-ulla, Shadi,
ivaiia, Chandu Lai, i Ali Husain, Raii’ ji
Murli Dliar. Das. Nanak Cliaud.
Bal'v'al Gobind Ram

I’a^pOT ' ... Earn M Pasih-ud-diu i

-
MuKtiid^ ...... 1
Subli.m-ullfi, Khalifa,
!
! MiAkhau. i
 Thakur Singh, Chatar*
r‘ ^ ,
Singh. 1 1

Kbarar AkbSkT All Nand Lai, Pandit All Bakhsh, Glmlam 1 ,

Ganesha (Chauhat- Abbas, Najaf AH, Aii ! i
ta), Ea^iirya Ram Kusain, Badan
(Rudyala), Ka&ahia Singh.
Lal{KoraIi). J

tJinballa Cantonmenta Murad AH

i
1
Narayanpur Pandit Kirps Bam... 1
VIII.— LUDHIANA.
LUDHIASA.

Raikot Asadulla, K Ahdul Mndstidhan, Saldeo Prem Dass, Parsing Fatah Din PandJf Gurdhan, Ab­ Durgadat, Ganda Ram.
Karim. Kishen. Shiv Ram, Das. Paras Ram. dul Karim.

Blmp Eai Kalan ....... . i i." .......

K/ianiia Qanga Ram Ud'e Ram Ala Jialchsh Jogi ... Ali ...

Machliiwara Muhammad Ismail (of KanaMa Lai Shah Naivaz, Wali Sodhi Jaswant Sing...
Cliakki). Mnliaminiul, Say.vid
Shiili N.waz Ka iahia
L.t1 Ivanungo, Alla
llaklia.
I
Samrala Chiranji Lai Bhagwan Dass Faki Bluhammad Bakhsh...

Ludbiana Ahd%il Aziz, Abdni Chandi Pcrsliad, Dhan- Qohind D a s s Mrtnammad Bakhsh Mnhammnd AH, Ahmad Ganga Dili a\rr.hai!nnad Abchilaziz ! Gliafas-nd-din, Haidiu
Qatfir, Abdullo, pat, DoltijRam. Jogi, Ali, Giiiiga Din, Ja- Shall Dhi, Ismail (I). Ali, Chii’agh Din.
Shiiiab-wi-din, M u- nmiyat Ali. Abdur- !1
hamad Hasan, Hu­ TRy.7.:iq, Jdohannimd
sain Jan, Ismail (1). Ali. Kasir Khau.
Ismail (2), Alxlnl-
waliid, Shah I)lu,
j1
Isizam-ud-din, Mu-
bam^iad Musa.
1 1
[
i
Slia’ ina Earn Kishen .....0

Jugracn Sharif H.ar-an, Sliarif Banshi Dar, Oanga Sander Dass Jiwa ... Qauiruddin ! Imdad Ali
Husain, Abdurrahim, D a ss. 1 I !
i
i
Abdulla. !1 1
I 1
1 1
Delon 1Jihup Sincfh, Ganda
i 1 Sintjk. )
 L ist o f M anhis, Pandits, in the •(continued.)
!
«L
Places. Moulvies. Pan^ts. Bh^is.* Pandl^. Hakims. Saids. A q^ tb. Poets.

^ — — i
Simla O Ahdusmlam, Mahhwh Mahbub Ali, Antir-iid- Mahbab 4 1 Jam^-nd'din Jamali.
AH Shah, Hahibulla. din.

Subatu Ktthir Shah, Shih Diyal

biimiuad Hi
X.-JALLAN D H AR DISTRICT.
Jalliindhar JHfftmniad, Bamdnt, Sripajb, Gau- Bbai Man Siugl^ Hari Pir JSahhsh, Mayya Alamg^r, Ohtilam Ra­ Gnnpat Rai Barkat Ali, ' 8ha4^ t ,
Nur MTOunmatl, kal Chand, Banarsi Du8«. Dass, Jowala Per- sul, Abdurrahman, Mirza Muwahid, Mu<
'^nliaiumad Hayat. Jjass, Shio Mam, shad. Muhammad Ahad hn.iinmiiH Salim.
Tttlsi Kam, Devi Dad Khan, Rahim
Cbaud. Baksh, Shah Mu­
hammad, NurAhmad,
Muhammad Umar.

Jalluodbar Castoaiacnts Qndratnllah, Earn Naraven^ Parma Nftimallah, Ibrahim

mad Siddiqt, Nand.
00
Kirtarpur ... Sam Chand ... Sira Sitigh, hhar Muhahhat Bawal ...
Singh.

Adampnr

Bunga
... Dala
r Nanda Stngh

Arjan, Oanpat, Kaha Parma Nand, Jawahar

Miran BukA ... Q^tbaddin, Budmddin

Kizamnddin, Puna
Bam o f Bhin, Qanga Singh. Singh, Muhamn^
Bam, Qobind Mam. Bakhsh, Kishra
8 ingh, Nor Muham-
mad.

Bahun Ohnlain Muhi-nd-din, I ^ l Ram, Bagbi Ram Singh, paran* Hiasui Jahanjan, Ghn> Bava Sukhdeo Nath, Khemraj (Kabeahnr).
Maula BaklishfAk- Ram, Khemraj, Ja- dha Singh (washw* lam Nabi, Walayat FanJit Bagh Ram.
bar Sbah. gaa Naatb, Amin man). im .M . GholamMu-
Chand, ChhajjuRam, luudcUn.
Maghar Ram." '
Phillaor Hira Nand . ,... Bahadur Beg ...

Nor Mahal Atma Bam, Ifadho KhnnbsidAU ...

Ram, Matt Bam,
Bamdat.
Nawa Shahr
Mala Bam, Jaid^al,
Shio Dyal, Kaka
Bam, Bam Cio»d.
 ««•••• ••••••
Kkarcik 8iitgir,ShxmAtt. J7«r dint Amir Ckatti Golsb Bsi> Bndhn
Nnkodtt Sam
\, SingH, BftTS Sun- Uam, EAramllahi.
dar Dass.
Lachmidbax« Axiant
Siaikot ... Mttrid JAmad t(f Zacimi Diap, Afutid «««••• MaulaBaJchth ... Jan Mnhammad, Ata
Mnhamnflfld- Bam.
Miamwda, Bam.
XL—HirSHIABPUB DISTEICT.
AbdoUm AU Sber ... ««•••«
Husbiaipur 7-nan Mnbammad, Nariing Jk^, KaniMa CMah Singh, Sardatt AUa Mtihammai .1.
Mabbnb Alam, Hadi Lall Svkdiail, Sud- Singh.
Bakhtejrar. ama Ram, Ram
Battan, Oobind Bam
Joahi, Qohiitd Bam
Stoua, Kdka Bam,
Shibdial.
««•••«
Haiyana Eustam A li .» Thakoi: Das8, O ^ d u
Bam.
Eaiam Earim TuW Bam. ...
isbar B » 9 :n::i
Hubarakptur
Bura Mai, Gbnlam •••
Basuba Ghutam Satul Bidya Dhar, Devi Basul, Wilayat Sbub
Dyal, Qnrditta Mol.
Sbamsud^n.
CD
,Devi Ditta, Dnni- ...... •••*««
Una •••
chand, Qobind Ram
Sukhdeo, Maiyya
Bam.

Gyan Singb Jai Gopal, Gaukal ... Kisben Sam, Sbiv Lai,
Hajipor
Ali Bakbsb, Abmad Baga MaL ...
Balachor Bup Bam ...
Sbab, Miissadi Bam.

Ganga Bam, Fatah, Poblu Mai

Mulerjan • •• Mt • » Muhammad, Snndhi «*«•••

Shall, Ibrahim, Ata

Muhammad, Puhlu
Mai.
1
Shah Nawaz, Gaukal
GadbShank&r XJxnar-tia*diTi, M u- Bikhi Keth, Bisham- N'aihiha Singh Chand, Umar din
hcmmad Nawaz. bar Dass, TUok
Muhammad Nawaz.
Chand.
Umar Bakhsb, Bahmat Natbu, Jai Bam ...
Oadb Dewala Buldtt Bam ... • • • .......
•M
AU.

Sira Nand, Sukh Ghulam Kadiv, Atar Kirpu, Gunga ivaa»...

Aoftodpu ... M tM f Smgb, Kali Naud.
Bam, Puran 'Singh.
 T/ist of Mavlvi^, Tandih. i^c., iu the Pd!-v/a^>.-^(<'<''ntiiiU(‘(l).
........... ..........■ - -

Placcs. Maiilvis. Pandits. 3?liais. PamUiaiS. IJakiniR. Bauis. Autliors. Pocla.

X I — IlUSHIAllPLTR DISTRICT— coutumccl.

Sarpur ... Bitta Ram, Jaidial,,. «*•••«
Tanda IMnliainmad Baklis, ...... •••<<* Mohamad Shall, Kasim,
Najm-iui-diu, Abdulla. Akram, Gaucslw,
Saudi.
BaraLasi Kcslio Nand, Polo ......
Ram, Mayya Ram.
XXL— KANGEA DISTRICT.
Kalla Kesho ... Molian Baid

Eamii-pur ... Jawahar, Kali Ram, Jawahir Singh Kahan Singh, Fatah
Barfi Katoch, Taradat Singh, Bir Singh,
Jawahar Singh.
Kotia Wabi Bakhsh •••••• ...... Harbaj ...
Sarsax- Parbhu, Gopala, Sukh- Charan Das Shib Ram ... <P
man, Gauridafc.

Palampur ... EnhtKat Beff, AM ar Chefc Ram, Dimhesh- Akbar Ali

A li, tvar, Chatar bhuj.

Lo-sran Gaukal Chand, Jograj, Dhanpat £ai **, Kii'pa Ram

Kitpa Rara, Dharam
Dass, Rudardat bhas-
tri.

Eupgra ... «««««« Mani Ikm, Sobha Jainti

Ram.

Nurpur Mir Badruddin, QThu- Mani Ram R&hman Bat

Urn Muhammad,
1

Jawalaji ... Saudagar, Naraifan- Kirpftl Smgh Brij Lail

dat, Raja Ram, !
Balbhadrlhnr. ■i
I>ba)'inial ... Mv-liammad ITmardin, *•»««»
bLaii Dill.

Jcia ... Asa Cliartu Rajput

.......

Ba;acli Bishcn Deo

.......

‘ ■'liauipur Oirdhari .. Joi Gota Ram

X I I I .— AMRIT.SAE DISTRICT.

Muhammad S td m id - Tuisi Bam, Bahnu- Hazara Singli, Bishan Kc.hi, Nahi Bakhsh, Ganga Ram, Kirpa Haxara SItigh. Dr.
(lin, Akbar hm d, J3aii Xath Singh, Bam SiiKjh, A l l Bakhsh, B adri, Ram, Pir Bukhbh, Saiiil.iuitta, Anwar
Aklwr .Sliah 2)ul, Paniia Jsaiui, l^am- B irham l\ o'ia p KhiiiUi Bakhish, Aziioudtlin, Klwiv- Sliali, Hahibulla,
I'azli Kuriiii, liasiil (lat, Oalrtl) l{aui, A tm a Siurjh, Jlnrki Naiidan, Shio uddiu, D,yai Singh, YunaK s in g ii, G liu-
lirtba, ^luliauiDiad Thalcar B'cnx, Dluin. Biip'i Siiif/Ii, Gopul Naragin. Kam Singh, Kislmn la.’i^ Ali, Ji.ilyii Joiiu
Shull, SttUuu JLi- L(ill,Kisheiirlat,A'aal‘ i Das.y, Sadho Ham, Rikh, Kis-am-tid- Sii'Uar Tliakai’
rnnd^ ALclulla, A k - iVaIh, A(j 1/a Ham, Mahesh Da:s, A tm a din, Slrinif Din, biugh.
maduUa, GhuJnm Mill Chalid, Bhu;/ iStnii/i, Ham Chand, Harji, 8arabsuk!i
Ah,Had, Aliwiid M nl, Luolmiau Dass, P a r lap Siligh, Kaiii, Ma',>gal Singh,
Buklisli, Hussain Kauiliia. H enna Nand, Kanh Jluljaiiiniud Sliarif,
Jiliah, ILamed Shah, Kishen Ckcmcl, Ham Singh, Bhugican Aziiuulla, Bhag
"'MttHlri Ghulam Kishen,B l)'j Lal,H hil Dass, D a y a Si»<jh, Singh, Ram K ishai.
A li, 'K h i(i(i JBakhsh, Saran, Sliibdjal. Bishan l)ar,s, Hrtm Shahabdiu, Rainji,
hnam Hajiz Aiiiar Sing, Xaj’nyaii, Singh, Sahib Si.ngh, Duvidass, Sukh Ram,
Fir Bakhsh, liam dat, Sliaiikar Ram Chand, Bhar/. Niitlitha Singh, Ram
Dass, Uar lihagw an, wan I la r i, Shib Misser. Jiwan Sinjrh,
Fatali Clmnd, Tlia- iJuNS, l l a r i Sinnh, Dt'va Singh, Hira
kuv Dass, iSaiuvan, A d aat Ram , Singh, Pandit Jagaii
Kislicn Oliand, Go- Katli (of Murad-
pal, liislKii Dass, pura). Ila h i Bakhsh,
A ch in f Ham, K aka Mutiulla,
Ham, Shib •ihankar,
Go'pi N ath, BJiatjat
Jiam, M adho 'Rum,
B nnsi Bam , B han
L a ], B v la Bam,
K akaR ani I I , Ram-
(than, Shambu Bam,
Harji, Bhaivani
Dasa, Basdeo, Ram
Saran, Kalian Chand,
Sarabdi/aL
 PbM S. W w lr tfc M b a iM b l^ *v

T fT i,. tninifinti.1 ttn T ro ip r .n liiiirn i

Tt'&iMwal »#« ••• Mi«B» ism M s a
HM** «MmA
IhidfeMk i t t B hm i»
: rnmlim
ijopoki -tom 0 ! M
— * «*»»*»
Bm , & a»

Tanatana MajjwkHmm ». * w »S B e fc ^ W m h H iH it W<Wk mm.

if<i4l^ Tgi«£«| •M BAhmm ’ A u ^ m d •Mm m I S ii ^
JUmhs.
i^ jH ii — •—9*9 »*-— %«wi.----- X
AM 4VMMMHI.
mMIT i||%
Jm n ^ Du^ A tn » W«*H
Ifaai^llNltar IMkWMiA lik M i
JiC H iK iilk .

Watirpiaa *•• t»« O M Ita ^ •MmI* m ih u m A «.

8idiaU MS - •MM* tUm B ij „,• MMM WMH 'MtJlMI,,

Uhuiwla B « m (Sunid, Pt.*8«r* A hiI JRnO*

■Ibk fima, U ia .
A V I> XMW
»m m m
BdliliririM h, 9m9m
AH. KkMW ■ Sil&llSl'SSf
4)»>
-•

JV w a k ^ S m m i

xnr#-«tBSiMiim » m ic r .
at^ JR’sesMNM'*, K!t9 9tKghf Amw conAm M im ii
Sktr Att, JTmrt^ S<H|*,«ReWi
wMm.
Banys Nizam-nd-din, Chi- Jaichand, Qurdiyal...
ragh Din, Dasondhi
Shah, Bholau Shah,
Mahtab Shah.

Onrdaspur Sher Muhammad ... Gaucsh, Qirgast Bam Gulab, Kalu

Pathankot ... ... Pint, SMb Ham

Chhamal Ghvlam Ali, MtthamaA ISTizamuddhi, Mana,

Hanif, Didar Bakhsh, Nuru, Eajada, Akbar.
Ray at AH.

Parmaiiand Thakur Dass, Bhag. Puran, Ram Das

wan Das.

D'inaN'agar Fatah Muhammad ... Muhammad Ali

Fathagarh Muhammad Ali Shah, Narayan Muhammad Shah ...

Muhammad Usman.

Batala ZahuT Hussain, Zahiir Puranohand, Arjan, Keshra Singh Sanyu Muhammad Husain, Mayya Dhas, Gop': Mufti Imam Bakhsh, Mufti Imam Bakhsh.
Siiali, Zaia-ul'ahdin. Gokalchand, Dhulu, Bahav/al Sher, Missar, Narayan, Mirza Sultan Ahmad,
Kalu, Oanga Bishan. Imani-ud-din, Ata Dhauiikalya, Ruj Mirza Ghulam Ah­
Muhammad, De%i, Rup, Mela. mad.
Chand, Mirza, Ghulam
Ahma<l, Lachhman, CO
Kabl Bakhsh, Ala
Din.

Dera Baha Kanak Karim Bakhsh Dhanpat Pirag Dass Karim Bakhsh Karim Bakhoh

Kanhttwau Shihdat ...... Alla Ditta, Rahim

... /
Bakhish.

KotJiainan Muhammad Shah, Rodu, Ganga Ram ... Ahmad Bakhsh, Eirpa
Ahmad Ali. Ram, Sunder Lai.

XV.—SIALKOT DISTRICT.

S ia llio i C iii Ghulam Mvsosin Ra- H ifi Nand, Gunga Ram, P]iag A li Mtthammad, Nahi Muzaffar Shah, Imam- Munshi Diwan Chand,
ram Ilahi, AWulla, Ram, Lokli Itam, Singh, Mehtab Singii, JBakhsh, ud-din, Sliah Mubam-
Ghaus, R<iji Abdul­ Kaka Kam, Badri Karam Singli, Asa mad, Sher Muham­
la, llafit S’ulfan, !Na.tli,DainQ<.l»r Dhs, Singh, Sunder Singh, mad, Hakim-uddiiij
Ata Ullh, Ifi'an H u­ Mathra, Narsing Nihal Singh, Gur- Fatahdin, Gulab
sain, Karanj I^hi, Das, Devi Das, Mul- dat Singh, Atar Singh.
Mutiaiaiaad Aliuu raj, Gunpat, Haryn, Singh, Guuda Singh.
KaisKi liam. Ham
Chand, Cbakarbhan.
 LU t o f Maulvis Pandits^ in, Me P««y«3.—“(continued).

Places. Maulvis. Paadiis. Bhais. Pandhas. Hakims. Baidd. AuthoM. 1 Poets.

Sialkot Circle ...
XV,—SIALKOT DISTRICT—continued.
ITalihulldh, Wahab Bam Kishen (Astrolo- Bam Singh, Mul Mubin<ud-din,Earam [ 1 ......
Shah, Muhammad per), Kaj Eup, Go- Singh, Aijaa Siugh. llahi, Ahmad Din
AH, ShahN»iWiiiZ,Nur kal, Xiahaan. Farzand Ali, Ku>
Ahmad, Ghulam Ka- ram Bakhsh, Hasan
dir^ Shihab Din. Din, Jawahar Shah.

Satnryal ... Knr Ahmad, Karam Ghulam Hasain, Bud^'

llahi, Nabi Bakhsh Chunda.
(in Sahuwala).
Bute Ehan, Barkhur- Firozdin.
Daska ... ... Abdnllo, Ghttlam Mti- N’arayen, Ishur Das, dar, Sher Singh,
hamiciui Qazi, Mir Balram, Musaddi, Imam Din, Abdulla,
Aimad, Janki Abhe Bam, Dwarka Das Jani
Duni Chund. Shah, Abdul Hi^im.

Satrah .„ gliam Singh Ilmuddin M

Pasrur ...
It*-
M. AUulU Mahan Singh
Kila Sobha Singh ... Asiedin, JBtajtz A li E!ashi Bam Hera Singh Ghulam Husain, Sadiq
Akiar, MuAammad Ali, Muhammad Ali,
Ali, Imamuddin. Wazin, Deri Datta.

NaruWal Ilmaddin Arora BaamatAU

Ra’ iy» Sizam tiddin, Satan Bam Dags Aiama Sam

Mvhamtnad,
l)udii Ghulam Hasain Bahmatulla Shah ...

Zafarwal Qutbuddin, Ghulam

Qaidr. •
Falora Sajad Gulab Sliah ... Ghutem Kakshband,
Haidar Shah.
Sialkot Cantonnient Fazel Ahmad, Muba« Jai Bhagwaxi ... Siiaju^ln
rak Ali.

Palm Ealyan ... Ilmuddin, Miran Baksh

Phoklyan Sirajuddin Jagan Nath, Lalman, Mvrya, Dmuddin,

Das, Ishur Kashi, Sirajuddin.
' Das.
 L iH o f eminent m etm dd ed the

SIALKOT DISTRICT
Tabsil Eaya ... Sliai Din Birj Lai, Ganesh Dass, Amar Singh, Deva i Shankar Dasa, Nerai-
Shankar Dass, Tha- Singh, Dyal Singh. yan Dass. I
kur Dass, Eadha 1
Kishan. j
„ Zafar Wall Amir Chand Mehman Jodha Mai

„ Pasrur Ali Aktar, Azizuddin Mahtaba, Hira, Jiwan Kanh Singh, Hamam Qadir Pir, Badruddin; Sant Singh, Sber Ali,
Mai, Jawahar, Na- Dass, Jawahar Singh. Bhagat Singh, Alim
rayan Dat, Asa Nand. Din, Abdnl Karim,
Faiz Rasul, Hamid
Ali, Sber Shall, Za-
man Shah, Khadiin
Ali, AMnl Aziiii, j
Gulab, Wftsawa Singli^
Karam Shall. !

„ Baska. ... 1Imam Din, Ghnlani Jawala Sahai, Badha Gehna Singh, Bhtsp Shihabdin, Akbar Shah, 1Sbankar Dass, Jaina, Kayem Din.
Ahmad, Mohamad . Kishen, Earn Dass, Singh, Bbag Singh, Alam Shah, Abdul Mobkam Shah, Gan-
Din, Sultan Ahmad, Kanhia Lai, Raghu Slier ^ingh, Surjan Hakim, Sber Mu* pat Rai.
Kayem Din, Vans, Debi Chand, Singh, Chet Singh, hammad, Nur Mii-
Bura, Naththa, Devi Gurmukh Dass, Sobha haniinad, Jhunda
Dyal, Ganesha Mai, Singh, Charan Singh. Mai, Fazal Din, Ka-
Devidatta Mai, Gun- ram Ilahi, Husain
pat Rai, Ranigoi>aI, Bakhsh, Muhammad or
Mukand Ram, Go- Bakhsh, Ghulam Mu­
biud Ram. hammad, Nabi
Pakhsh, Bishan Dass,
Kbuda Yar, Kaytm I
Din. i

X Y I . - LAHORE DISTRICT.

Shahdara InayetuDah, Siraj-ud- Rarbhaj Mahtab Singh, Gxtrdat Inayct-nlla, Abdal

diii. Singh. Ghani, Imam Din,
Sultan Ahmad, Saraj
Dill, Hasan Muham­
mad, Cheragh Din.

Dholi Wal ... ... Ghutam Tatin Ilahi Buksh "aildar

.llJiyaz Beg Bata Bam

Chnnyan ... Balkishan > ......

jBhatti Uttuni Chand, Atma ...... Madbo Ram
Ram. i !
i
 TAst o f Moulvis, Pandits, ^c., ^c., in the Panjah— (continued).

Places. Maulvis. Pandits, Bhais. Pandlias. Hakims. Balds. PoutB.

XVI,—LAHORE DISTRICT— (continued).

Sattti'ki Muhawimsd lFsTnn.ji...

Mangta W&Ia Sakha Parmanad, Hukrc Yar Muhammad, Im-

Singh. amuddin, Barkhur-
dar, Shah Muham-
m»d.
Mnglial Sarai Abdurrahman Sangat Singh Chanan Rnldu Shah

Kana Kachha Varyam Singh

AliabaJ Sayy id Muhammad...

Molilan Wal Ahdulla

Shahpur Ghulam Farid, Mehr M

AU. Oi
Manawan Ismail

Kasur Ivlmda Baksh, Wilayat Kanihija Lai I, Kanl- Hira Singh, ' Ram Khnda Bakhsh, Wila­ Ghulam Dastgir
Shall, Gliulam Dastgir hiya Lai II, Durga yat Shah, Ghulam
I, Ghnlam Dastgir DasB, Gobind Mul. Kadir I, Ghulam
II, Hasan Shah, Kadir II, Ghnlam
Ghnlam Kadir I, Ghanii, Sayyid Chi-
Ghulam Kadir II, rag Shah.
Ghnlam Ghans,
Kawakct Bhai Jawala Singh...

Lahore Samidadin, Muham­ Misru, Bhagwan Dass, Bhngat Singh, Sant Bajada, Sari Kishan, Ala Din, Pir Bakhsh ,^nshal, Janardhan, Mnfti Ghnlam Sarrar, Maulvi Mahammad
mad, Suxain, Gku- Lain L 'l, Godha, Singh, Nihal Singh, iMunkra, Narayan, Bazurg Shah, Najaf Narayen Dass, Kalwu Mnhammad Husain Husain Azad, Tara
lam, Muhammad, Gausi, Sukhdiyal, Partsip Singh, Ganga Pir Bahhth, Sharfit, Khan, Jiwan Khan, Dahar Ohand, Mihr Azad, Eai Kanihia Chand, Cheraghud-
Nnr Ahmad, Ahmad Kanxhia Lai, Bikhi Singh, Naththa BhagtH, Balia. Mayyii Dass, Buha- Chand, KhannaRam. Lai, Dr. Rahim din. Ram Sahai,
Ali, Ghnlam Muhnm- Kesh, Gauri Shan- Singh, Ram Singh, dur Shah, GiimAn, Bishan Baid. Khan, Dr. Muham­ Kewal Kishen, Uttam
raad, Muhammad Hu­ Jcar, Balram, Rup Bhagwan Singh, Dost Mohamad, Shu- mad Husain, Shiishi Singh, llhai Bakhsh,
sain, GhulamnHa, Chand, Nand Lai, Prem Singh. jauddin, Ghulum Na- Blmshan, Pirzada Nisar Ali, Sirajnd-
Alxlul H:ikim, Mu­ Kashi Nanth, Rug bi, Ghnlam Mus­ Muhammad Husain, din, Muhammad Ya-
hammad Din, Abnl Nanth, Nagin Chand, tafa, Amir Chand, Novin Cliander Rai. sin, Alauddin, Maulvi
Kasim, Muhammad Mehtab Rai, Hardat, Hafiz Fnkhruddin, Kirpa Ram, Shiv Faizul Husan, Fazal
Diii, Zafruddin, Ab­ Gobind Ram, Vaid- Gulab Din, Nawab Nath Yogi, Maulvi Hasan, Mnhammad
dulla, Ghnlam Mus­ pate, Pahar Chand, Abdulmajid Khan, Abdul Hakim. Tajuddin, Muhammad
tafa, Sharaf Ilahi (of Muthradat,Dya Ram, WaU Shafa; Sharaf Munir, Mohzaffar iHn,
Ganda Ram
 Maggnwal), Qhtdam Maha Raj, Qanpat. Shah, Khuda Bakhsh Moulvi Faizul Hasan, Shah Din, Pandit
Mustafa (of Bhag- (All these pandits M ir Bakhsh, Ghulnm Mustafa, Ba- Man Nath, Mahbub
wanpura), Muham­ teach Sanscrit. l^arim Bakhsh (of bu Amolak San!i,Gai)d Alaui, Jagir Singh,
mad Zahuruddin, (of Bhng'watipura), Lo- Ram, Qanga Ram, HabibuUa, Khadim
Bbagwanpura), Mau- dhi Shah, (of Bhug- Lala Behari Lal> Dr. Muhiuddin, Hafiz
min Ali, J^him guwai), Gul Moha­ Amir Shah, Dr. Brij Muhammad Din,
Bakhsli, Muham­ mad (of Koi M im i). La!, Bhai Gurmnkli AbduIHakivn, Zahur-
mad Jamal^ Abdal- Singh, Pandit Bhan- udcliii, Hamid Ali,
majid.. dat, Muiiitaz' Ali, Ghulam Ali Shah,
Abdul Aziz, Rishi Nawab Ghulam Mah­
Kesh, Pandit Sukh bub Subhani, Muham­
Dyai, Glnilam Kadir, mad Din, Imam
Muhammad Dm, Bakhsh, Alaf Din,
Hafiz Ahmad All, Zafruddin, Ghulam
Ghulam Nabi, Say- Kadir, Ata Ulla,
yid Amir Shah, Fazii Ghulam Sarvar, Ghu­
Ihihi, Mayya Dass, lam Akbar, Mirza
Hafiz Fakhraddin, Fiitah Muhammad,
Gulab Singh, Hom- Gnrdas, Guru Par-
raj Gusain, Rahim shad, Rikhi Kesh,
Bakhsh. Sukh Dyal, Hem
Raj, Pandit Ram
Chand,Ganga Bishan.
X V I I .— CfU JRAN W ALA DISTRICT.
^njranwal« Sarajuddin, Mahbub Widyadhar, Dala Lahaura Singh, Fatah Ghulam Husain, Sa­ Hari Ram, Kashi Gulam Ghaus, Gyan Ghulam Ghaus, Ahrnad
Alam, Muhammad Ram, Radha Kiahan, Singh, Mul Singh, rajuddin, Sultan Ram, Davi Dyal, Cliand, Brij Lai. Hanan, Ghulam Qa-
Din I, Muhammad Kashi Ram, SurasU Parem Singh, Qrir- Mahmud, Ghulam Basant Rikh Puj, dir, Ahmad Ali
Musa, Muhammad Das, Chet Rar,i, dit Singh, Nadhan Karam Ilahi, Muhi­ Kashi Ram. M
Din II, Nur Din, Singh. uddin, Shahub, Ivur
Alanddin, Gulam Husain, Cltandar
Husain. Bhan, FazU IlahL

^hekhupup Muhallat Jumayat Singh AtauUa

Akal Garh Karim Bakhsh, Gu­ Kashi "Rwm Hira Singh, Bishan SolhaMal i
lam Qadir, Ahmad Das
Bakhsh.
^ofizabad .Talaluddin ... Hamam. Dae ....... Khuda Bakhi?h

Ealuki Mmtafa, Muhammad Qanda Ourdai Singh, Tf^a Ishar Da* Ghxdamulla
Uinar, Muhammad Singh
Din I , Sultan Ah­
mad, Muhammad
Din 11. ^

Fazal Din, Qadir Bishan Bas, LaJcshami- Jaimal Singh, Qanda Thakurt Kahi Bakhsh, Karam Din, Nathu... Eosalya Daa
Bakhsh, Ghulam dat. Singh
Nabi, Muhammad
Bakhsh.
 L ist o f MaulviSf Pandits, ^c., ^c., in tjie Tnnjah— (continued).

Places. Maulvis. Pandits. Bbais. Pandhaa. Hakims. Baids.^ Authors. Poets.

XVII.—GUJBANWALA DISTRICT— (continued).

Kilah Didar Singh Hn?an Mnhammad, Jar.want Eai, Amar Tbakor Das] ... Fazli Ilahi, Fazli
jNfnlianiinad Gauhar, Singh Ahmad, Hasan Mu­
Qasim Ali. hammad, Devi Sahai,
Ibrahim, Akbar Ali,
Jaian Shah, Lai
Chand.

Kh»nqBh-i-Dogran ....... Narayan Das Sundar Dat ...

Pindi Batliyan Muhammad Susain, Nanak Chand, Shankar G-anesha Singh, Oanga Ganesh Das, S al Juwala Sahai, Muham­
Ahmad Din. Daa, Sukh Bam. Das, Ishar Dat Mukaitd mad Hasan.

XVIII.—FEROZEPUR DISTRICT. M
CD
Ferozcpnr Thana K"ur Mnhammod, Shar- The first five Moulvis
fuddin, Shah Mu- given in No. 2 prac­
hai.;mml, Ibrahim, tice medicine alro.
Qamrud-din, Sadrud- .
din.

Jalalabad Jamal-ud-din, Muham­ Kamilnddin

mad Siddiq.

Bagahpurana Rnp Lai ... Wazir Singh, Narayan

Das Patwari.

Moga Maulvi Pir Bakhsh, Nihal Chand

Ilahi Eakhsh.

Makkliu Fazluddin (of Tal- <••• Abdul-islam

wandi), Jalaltiddin,
Ismail, Ghnlam
Ghaus, Abdul Qadir.

Ferozepur Cantonments Abdurrahman, Gha- Sawji Dass Shadi Ram Abdurrahman, Panna
1am 2fabi. Lai.

Ferozepur City ... Sharaf Din, Waliul- KisTian Chand, ’Ramji JB.ira Singh, Dyal MaulaBakhth Rahmut Ali, Radha
lah. Das, Mahanand, Ha’r- Singh. Eishan, Suraj Bhan,
dowori, Balkishan,' Mayya Das^ Kishan ' J
Perbhu dyal. Dat
NawftQila Muhamitnad Fazil, j Gholam Mnhammad Mtthammad Tazll
Muhi-ud-din, Abdul
Qadir, Muhammad
^ !im , Abdurrazaq.

Dharamlrot Maulvi Sliadi Shah, Bhuyal, BattaBam... Bishen Singh Karim Bak1u% Bindraban, Moham­
Moulvi Abdurrahman mad Abdurrahman.
(of Jalalaba<l).

Bhai Badan Singh (of /

Kihal Singhwala Sidaki).

Nathana Ptem Singh, SaliffRam

Makatsar Sizamuddin Govind Shah

XIX.—BAWALPIKDI DISTRICT.

Marree Ahditsnamad, Abdul- Bugkan Singh

haq, Chiragh iJin.

Kallar Muhammad Hasaxx, Datondka Singh .....

Muhammad Ahsan.

Eatuta Ghulam Nabi Jagai Singh, Nihal

Singh. CO

Hizru Muhamadji JBaitakki Mam Matna Ala Ba^hsh w

Saydpar Khempuri Singh ...

Rawalpindi (Cantonments) ... Amar Singh

Mirza Eariffi Beg,
Pind Sultani ... AJimad Din, Abdulla Katyan Singh Ibrahim.

Chawantra Myan Ahmad, Myan fTihal Bass, Hira Badha Kishau, Sher
Mahammad Shiiii. Singh. Muhammad.

Gajar Khm Nixam Bin, Imam Amir Singh, Deva Nawab Ali, Beli Bam Jai Singh
Din, Muhammad Singh, Jawanda
Bakhsh, Muhammad Singh, Buta Singh.
Hasan, Fazaldin.

Fatah Jang Ghulam OAaut, Ghu- Sukh £ a j Mathxa Singh

lam Yahya, FazU
Ilahi.

Chafaa Khaba Bagat Cband

 liis i o f MauMSf Pandits^ in the Pa»ja3^(continu^).
1
Places. Haulvig. Pandit?. Bhaia. Paudhas. Hakims. Baids. Authors. Poets.

XIX.—RAWALPINDI DISTRlCt.— continued.

ifakLad AHuTkakim, Qomakh Singh Gauhar Singh, Koni* ......
mad Khtirsliaid, Myan haL
Ahmad, Myan Aman.
Mundra Kmnar 2>i» -
Oulab iSivgh
Sawalpindi City Alimad Baksb, T'atli Brlj Lai, Bhagwan Sam Singh, Amar Didar Shah, Miran Lachhman Das, Ka- Bhtu Sher Singh ...
Ahmad, Das, Sishen Dass Siv^h. Sakhsh. ram Chand, ^uda-
Lakhhi. gar Shah, Mathra
Das, Suba Singh,
Motha Singh, Karam
Singhi
Kawalpindi Gircilie Shaikh Ahmad Jai Singh
Sangjani I ’ftlD in Mula Singh, Mungal ...... Jiwan Singh
Singh, JBishan Dass, O
Mohar Singh, JOachh-
man Siiigh, Sham
Singh.
Jatli Muhammad Husain
Rawat EuJcn Alam, Fatah Chanda Singh, Jawa-
Muha/mmnd. har Singh.
Attock Sajis Qulam Mu­
hammad.
Piadi Gheb Fazli Ahmad, Gul Sukhdyal, Badha Qurdit Singh Dyal ...p*
Mubarumad, Myaa £jishcm.
Ahtnad, Myan Khur- ■
shaid.
Hasan Abdd Kazi (Jopal Siagh

X X .- -GUJRAT DISTRICTr
Kharyan Jlmuddin, Sadruddin JBava Sunder Fakir Muhammad ...
^hoTi Muhammad Alim, Mu­
hammad Qhulam
Ohaus, Abdul Malik,
Menliu Wal ... Muhftramad Baksb,
Chiragh Din.

Dirga afaharamad Nurdin Vasdeo, Ram Karayan Sant Singh Dattii ... ... Hafiz Nnrdin, Masum
(of Chikori), Sbah, Nurdin.

Langa iCttr Din, Shaikh Fhela Singh, Jaoala ... Imsra Din, Mustafa, Qauda Singh
xihmad, Kntbuddin, Singh, ^ b h u Singh. Hayat, Jalal, All
Sarajiuldin, Amir AiiiUcid.
Shah.

Aurangabad Hayat-ullah Nizam- Oiirdat Singh Hayat-ullah

vddin, Ghalaia Rft-
3ul.

Lala Mu;a ... Muhammad Ahiulla, Abdttlla

Muhammad Maich-
dum Ghvlam Qadir,
Muhammad Alim,
NasruUah.
Jalalpnr, Jattan Sadruddin, Jiwan ... Pandit Bhagwan Dass, Ghulam Ndbi
Laokhmi Dass.

Kadirabad Shaihh Ahmad Gavj^at Sai Guhb Singh \Devi Dass .......
Kunjah SFaulvi Khuda Bakhsh, Sam Ditia, Vasdeo,
1 to
Sher Ahniiad, Aia Shihcham.
Mnkammad, FazU
Ahmad, Zaittulahi-
din, Kalim-vUah, i
Fail Ahmad, Inayct-
vllah. Imam Alt,
Kayam Din
Gujrai Hajiz Ahdulla lih w Dana Bhagwan Singbj Ishai Khuda Baksh
Siiigh.
K<i.rjalwala Shaikh ATimad, Kazi Golind Sahai, Lajpai, Masum Shah
Muhammadi Mvkn- Ram Harm, Dstwar !
vd-Bin. I

XXL—JHELUM PISTlilCT.

Jal&lpiir Kandhara Singh ...

'l i l a G i i n g ' Karim Baklisbj Mu- Gfiacsbaia Dyal Sinj?i
liaEsciatl Hasau,
i
i ' ’ 1! . I'
 List o f Maulvi9,:>Pundih, ^e., ^c., in the Panjab— (continued).

Blisis. Fandhas. Hakims. Baids. Authors. Poets.

XXI.—JHELUM DISTRICT— (Co»<i»«e<f).

namman Mulianimad Hasan, Lachhmi (a female Earn Jiwaya Muhammad Shah, Ni­
Fiinnan Ali, Karim teacher.) hal Siiigli, Ghulam
Din, Ghulam Muham- 3iuhaiuiuada V
niud, Ahmad Dili.

Dinah ,., Abdul Karim, Karm Kalyan Bat, y

Din. Jant Ham, y Bohtas Sam Das
DittuGosahln3
SoLavva Kay at JBahhsh Nihal Singh Muhammad Alim, Kau-
hiy».
fcO
bd
Kalar Kahar Hayat Ali- Jawala Sahai, Kirpa Arjan Singh, Jlira Kirpa Sam Buta Mall, BamSflhsi. Jawala Sahai
Bam, Shankar Das, Singh,

Jhelitm Nttr Almad, Nur Harimin Das, Parem

Alim, Burhanuddin, Sinyh, Barkat Baiq.

Abmadabod Qadir Bakhsh, Ghulam Qadir Bakhsh, Sultan Qadir Bakhsh Fazal Husain.
Ali, Jiwaya. Bakhsh, Alim Din.

Pind Dadau Klian Muhammad Hasan^ Muhammad Yar, H»-

SAer Muhammad. shim Din, Ghulam
Rasul, Taj Din, Karm
Chaiid, JawfthriMiil,
Ramkaur.
- '

Tamman Mir Alam, Jalal ... Amar Das, Amir

Singh,

CLakwal Ohaltim Hasain Kahan Chmd Sant Das

«
Duuieli Abdulla HaruamD^s ■
1
 IX II.-S H A H P U R DISTRICT.
Mftdb AU Muhammad, Jlf«« Shib Dyal Nanak Singh, Sher LakJimi Das , . Fazfti Dill (
hammad Khan, Singh.
Haaan Muhammad

Kot Momin All Muhammad, Faiz Thakur Das, Charan

Muhammad. Das.

Jbawaryan Din Muhammad, Mu­ Hukm Chand, Hakim Sant Ram Lareada Ram, Sodlm
hammad Khalil. Bai. Ram, Bnkua Barber.

Chak Ram Das ... Qul Ahmad, Karm Uja Devi Das 1Gul Ahmad, Karm Uja Devi Das
Bakhsh. Baklish.

Miani ... Nur Susain, Ghtilam Tiaddha Ram, JKaihi Shankar Dns Maya Das Vjha Hasan Din, Khuda
Dastffir. Ram. Bakhsh, Ghulam
Dastgir.
j
Bhera Ghulam Sa^ul, Amir Bhagnjan Das, Parabu Jawala Singh, Sukh- Parahh Dyal Shaikh Ahmad, Fazal
Husain. Dyal, Mohla, Shiv kha Singh, Kesho Ahmad, Klmda
J^arayan Mohla, Das Bakhsh, Dnni Chand,
Karm Chand, Jagan, Parabhu Dyal.
Nath, Ram Narayau

Ifaushahra Suknuddin, Ghulam

Shankar Das.

Santokh Singh, S a ri Raj jab, Rajkaur

to
CO
Mvhiuddin. Singh.

Mata Lak Bin Muhammad ... ..... Din Muhammad

TTTnisliab ... ,,, Ghulam Nahi ...

Eond Ahmad Din, Foqir Lachhman Das. Man- Shanher Das Ghulam Yasin
Muhammad, gal Singh.

Slialipur Ghulam Mtirtaza ... Kishan Singh

Kurpui ... ... Qhulmn AU, Qayam Girdhari Ram Gharih Das, Sobha
Din, Ghulam Husain, Ram, Bisbaa Das,
Jana, Sultan. Lakbmi Das.

Th-viii ... Shaikh Ahmad, Faiz Baisqkhi, Sant Jilngh,

Ahmad, Sharaf Din, Amar Singh, Chatan
Ghulam Muhiuddin, Singh, Roda.
Wali Muhammad.

(
 List of Maulvisy FanditSf ^'c., ^c., in the P c ? y « 5 -~ (c c n t in u e d ).

Places. Maulvia. Pandits. Bbaia. Faadhos. Hakims. Baida. a-ntiion). | Poet*.

1 1
XXIII.—MULTAN.
Jalalpur Fal.n’h Mnbamr.iad. f Kishora, Dida, Kailu Dhyan Singh Jan Muhammad Gliaua B&khsh
1
Ghnns i'JnSlisIr, 4’azl
jNinluinimad, Aia
Baklish.
linlian City Manh’i Nasir-na-am, Fakir Ifakhhan Mai, Ishwr Das, TJttam Pra- jffasir-ud-din, AUadad Sukkhu Lai; Maclihar
Jandwad, Sultan Malik Jhatigi Ram, kash, Jijgat Singh, SrtifuUa, Shah Bhafraf, Deli Ram,
Muhasiiniad, Nur 1 Kanihya Lai, Kura Uamodar Oas, Ainar Bakiish,. Didar Daalat Kiti. Fyere
Mnharamad, Abdulla i Mall, Chundu Lai, iMngh, Sltalu, Prita.-n Bakhsh, Muhammad Lai, Kirpa iiain, •
Ghulani Sanar, [ E«7n Bava, Fatah ttiSj Lahi Ram, Sant Hasan. JsMmat Rai, Chela
Kiiuda Bakhbh, Ni- Chand, Jtikhi Kesh, Sarn I>as, Po- Earn, Takkan Lai.
xam-x’.dditi, Kadir Thakur Djm, Kallu fflftar Das, Bam Das,
Bakhsh, AbdiiliiRq, Bam, Pharya Ijal. "iKanihya Ram, Gnlab
Zaiuolabidin. Singh, Kliem Das,
Dhartna Singh, Ga-
Ditto, (circle) Hafia Muhaf^afl , nesh Das, Daulafc
Jamal. Bam, Sara Das.

Sarai Saddhu Circlo Ahmad-nd-dig, Kadir

Baklish, Ki^ir BiH&bsk
(of Hav^li Ma-
barak).
fTavFabpnr Abdul Kadir, Bhana ......
Kirar, Muhammad
Bakhsh.

Shttjaabad .... Hemraj {Astrolo* Bliu Dyal SingH ... Din Muhammad
ger).

X^uisn (Circle) ... Nabi Bfrkhsh ^ntokh Si»ghi Amir ..... Motti Bam, Shams-
Singh. ud-din, Yar AM.

Kbaror Ahmad Bakhsh, Su- I Chittan Lai, Ahmad

"■leh /Mnhaminad. Bakhsh, Bahim
Bakhsh, Abdul
Hakim.

faliiinba Ahd4rrahma» Thaknr Dass

/leisi AlefP'-Ush .....

'
1
 XXIV.—JHANG DISTEICT.
Jhsiig Ali Mahammad ^rrlJ Dliar Qusain, SainT*i»s Jan Muhammad, Ahmad 1 Salamat, Mohla { Dr. Chetun Shah ,,.
Maya Dass. i Dill, Nur Muhammad,
1 Nurulhuq, Pandit
Gm'ditta, Devi Ditta,
Jagau.

Dallu JBAai KAatnn Singh,

! ijKirmukh Sing’u.

Chiniot Ahmad Din, i akhmd- Hira , Singh, B^va, Abdnlhakjm, Ghulam Gnmndatta, Chandar Chandar Bhar., Goran- jSTizanradJin, Fayez,
din, Abdul Alim. Tirith 'Oo'’ Haidar, Kaltnuddin, Bhan, Lachhman ditta, Lachhman Da?.
Shaikh Ahmad, Gir- Dr. a, Shivdyal, Ivanshi
dhari Earn. Das.

Bakht Jamal, Abdul Amir Sing Ghulam Kusain

Bliorna ■V<ahab, Abdunrahman

'Vch NurwUiA,, MafHmgd Pandit Bhagwan Das Mnhammad Bakhsh

Ahram.

Musan Maulvi Fa®ii, Girnlam Utfcam Dass Mnhammad Zahid, Ja-

Murcaza; WivHam inaldin Sayvid Qutab

Said
M uh-^mad Shal;, Soily id Kasan
ShaJi, Hafiz Jamal
Din, Gbulam Mur-
to
CJl
1
taza.

Ghar Maharaja Moulvi-^ur Muhnminad Nut Muhammad,Shaikh

Shai^ Muhammad, Muhammad.
Ifq^J >ilatoar.

Shorkot Wasanda Udasi Myan Haji Mahmxid

Birana Kar m Singh, Munna Ghahra, Chiragh,

Singh, Karam Chand, Ghulam.
Kalyan Singh, Khatv
yai Singh.
i
1
Wanuka Ghulam Mosul, Fazl- i Panjab Singh, Karam^ Ghula!^\East’ l
tiddin, ' Singh. '
f:-
-....... .■' .......... ‘ XXV.—MqVrGOMERY DISTRICT.

Kamalya -3InhafflTaStrKliudayar ShibDaa Bhai Nihal Bbi^wan Das3 Alayar ... Sahibditta

Chechfi Watai MuhammudMurad ... Jawand Singb ...... Muhammad Murad

Qog&STk Muhkam Din ...... Muhkam Din

 List o f Maulvis, Pandits, ^c., ^c., in the Punjab— (continued.)

Placc8. Maulvis, Pandits, Bhais. Pandbas. Hakims. Baids. Authors.

i
XXV.—MONTGMDMERY DISTRICT—(contiiMied).

Kalyanwala Bhai Narayan Bara Kisbang-ir

Atari Muhammad Yusuf, Ab­ Eaban Singh, Hira Baba Jawahar Singh,
dulla, Abdurriihuian, Singb, Shankar Dass, Jamal Din.
Muham m a d Ilahi Chauan Singh.
Bukhsh, ShaikhTahir,
Muhammad Suleyman.

Bucliiki Manj Bhai rharsin Dass ...

Harpa Madan Lai Atar Singh ...... Kanibya

Chnchak Myan Muhammad, Jhbunda Singh Gholam Nabi

Qari, Nizamuddin,
Muhamm«d Bakhsh. t<3
05
Batt Ilahi BaJchsh ....... Ratan Singb Karimuddin

Sayd Wale Jamalnddin, Abdul- Imrat Pbal, Shankar Jassa Singh Chandi Ram, Kisbora
bamid. Dass, Kakka Dass, Ram, Murad Bakhsh.

Hujra Myan Saji Kapur Singh Alayar

Satghara Gy an Singh

Pakpattan Qhulam MtiMuddin, Fatah Chand Narayan Singh Sarajnddin

Kamrwddin

Dipalpur Chaughatia, Qhulam Sampnran Sing, Dera

Muhammad, Singh.

XXVI.—MUZAFFAEGAEH.

Daera Din Panah Mian Ihrahim, Maml’ Kalichand, Ehushi Jassa Singb rbraMm, Balft Bam, Chilka Missar,
vi Abdvlla, Hida- Kam. Wall Ram, 'Ala Raw.
yet TnW. Bakbsb, Buddban,
Nazar Sliab, Pobkar
Dass, Ghulam Rasul,
SukURftra,
Sitpur Maulvi Nur Bakbsb, i Mualvi Nur Bukhsli,!
Karim Bakhsh. '

Hnjra Sharif AU M>.ihatAmad, Sttalek Sadana»d Din Muhammad,

Altihammad, F ir Mu­
hammad, Dta Jf«-
ha-Mmad,Fais Ullah,
Muhammad Yahya.

Eangpur Sultan iramid, Shi- Nanakcfaand Sant Dass

hab-ud-din.

Khangarh Narayen Dass, Hiva-

nand, Tirath Mai.
Dhaka All Mnbaminad .i.

Sayalwar Siialeli Muhammad, Husain Shall, Ahmad

Ala Bakhsh, Shah Yar, Kilial Chaiid,
Khuda Bakhsh. Malak Siddiq.

Alipar MauM J andwad, Muhammad Yar Sant Lai,

Ghana Bakhsh.

Miizaffargarh Barlcat Ali> Akbnr Gopalla Lai Mattn Bar, Bern Bam I Ghulam JRasul, Mulla Megraj.
Ali, Yar Muhammad, I Abdul Hakim, Saut
fiultan Mulmnimad, * Livl, Megraj, Mu-
Gb.ulam Muhammad,
^luhamiiiad Afzul,
I hammad Yar. to
Rukn-ud-din, Ahilul
Hakim, Shah Mu-
hiimmad, Abdul Aziz,
Muhammad Yar.

Sayyid Sultaa Maulvi Ala Bakhsh...

Quiaishi Fatah Muhammad, Khair Muhammad.

Tiaulvi Umar, Mu­
hammad Bakhsh.

Muchwali Ala Yar.

XXVIII.—DERA I KHAN DISTRICT.
Dera Qhazi Khan Shakir Muhammad, Bihari Lai Sadhoram Udho Da.9 Mul Chand Lala Aya Earn B.A. ..
•I! .
Ohamman vSj.,. Riiliadat Klla, Dnr- Barati Lai, P\rtna Kewal Ram, Santokh Fatah Mxiliammad, Misscr Thanbu L ai...
vtjsh Jrnliamintret,’ 1..Isand Missar, Baag- ? !>hss, Dost Ali, Mulunuuail
Dill ?Inhainiii id, Fa­ 1 wan Du^ Gurdit Singh Hassan (of Tousa.)
kir iiiihummad ... i!

Sakhi Sarwar Ilafiz Din, Muhammad !

J'ahmatuUah Shah, i
 List o f Mawlvis, Pandiis, ^e., ^c., in the PanJab— (contintied).
--- 1 ^

Places. Maulvis. Pandits. Blmis. Pandhas. Hakims. Balds. Authors. Poets.

X X V m .—DEEA GHAZI KHAN DISTRICT— (continued).

Eaianpur Muhammad Ali Kbuai Ram, Jassa, Musa, Ehnda Bakhsh ^iutammad Ali, Musa.
Kam I
Jaiupur Bfibauddin ....... Niu- Muhammad, Shai-f
uddin, Chetan Mai,
Myan Dost Ali.

Ujhau Musa Santokh Baa r

Tav>i Glralam Muliammad ......

......
Qoxaislu.

Miirid Qhaus to
Wajlial

XXIX.—DEEA ISMAIL KHA2T.

Dei a Ismail Elian Sualeh Muhammad, Mohan Lai, Kishan Kirpal Singh, Bava Jugal Das Maksudan Fazli Ali, Zind Ali,
Abdulghafar, Abdul Das, Eikhi Eesh, Khem Dass, Ganga Lai, Suraj Bhan. Takan 5?^1, Chimman
Kadir. Golind Lai. Earn. Lai, Gliuiamuddin.

Biharpur , ... Aladad, Ahmad Tar Eatna Earn Chautha Bam. Aladad

Kalaachi. ,i ... Ghulam Easul, Sadr- Tula Earn, Thaku Lai,

uddin, MuUa Miskan Ram Chander, Lai
Chaad.

Gil Maulvi Ghulam

Muhammad.

RaiiH'sl I Jan Muhammad

Darabiin Ata Muhammad Eadha Kisha 0 Eadha Kishan

Chodhwau j. Fatah Muhaauuad, .....

Abdulhak
 'sbvin:;!v.i'iU A b l’ .l i ■
; ; i
!
!
/•■li'l Ail. I'l'l'i’ J'iASJg'j -R s«a
O h uk’ 33 E m s s : \ , S L v H ::' 1 i
!
A h \ ' V ^ . ‘r J k i u a f, jiin
1
1
\;io' i'a a lr Monaijsafl
1 Wall j.:
1 ! i
S % o l Sii’ hi ! Ab'J’jliiiiii; ...... . ■.,.■
!
1 ...... A b2air-i«
;
T'Taivr'ijait TIia,kur Ca.3 Tika iJ’UvlIyiM

Ciuiubiui.r;'. Biiai S.‘i:n D^^5i;

K ;'0r Par.ivb Fatah Clir'.nd. L’ dbo D c f'

}
2J.u-r,kHr.» A fa M'abaramfiG Uttaifc Cl)an«, Parso- Kardyal
biivi L:il,
liiiri, r»ha.gT»-an Siiss.

luiA it Chela E a;a .......

ij
BIttel ijsviu'kii B?VG-1
<£■>
Jari i'l'ilisiiiatl, i^er-
■

2TanjDn i
I‘>.S£-1 . .., Nui” Molaamad Abii- 'liai'-ujt' L’i.,'-': ... ]
.......
I
X S X .— BAlINli' PISTBICT.

IlBRfi;:. Sitranrlar, Ghulasn T otla ICfiEj Meg’feij, Kaiina Singh.j ■Xiln'Jara Jnn, Maiis-j, Darnsnah;, a
Hai<!ir,Fa5ZuUii, A b­ iiiiffi Da:5, Katj-liti'ya liani. Joth:: liaifi,
dul Karijia, Mrilmm- Siiigh, Tarfi Singh,, ^ Bch.'iv.’al Kii-'ii),
ined Hubabj Giiulam Niranjan Sir.,'?h, Gnr- K'liii r?:i"i,T'L:aR;im,
K'XiViui. dyal Singi!, Tek ]?o;i lianij V/s.zir
Sing^j Sant Siagii= Khiia^ 2sajaf A ii,
JBt-'l'.', Quh-vb(''i!<,
Ai.^i^ala, Saleli-di:.;,
•Ki'.air IJilali, nrsjl
Gul, Muliauniiad
Alim , Glmlani Ysisuf.
Ri.!Li-u!iiih, 1>^ -<1
di.", MiraKai,
K'ar U i,
Shs.h Jahanu GC'ia ’
Dia.
 lAst o f Manlvu, Pandiis, ^c., ^c., in the Fanjal— (continued).

■ .
Place. Maulvia. Pandits. Bhais. Paudhas. Hakimo. Baidi^. Anthcra, Poete.
.'f-
! '

XXX.—BANNU DISTRICT—(cjntinued).
Glmriwals.il Muliaminad, Mubaca- *
mad Akbarsliais.
Lakl Ail M’.ihaimnad, Mu­ Bhai Sarup Singh ... Qopal Bam, Dnara,
hammad H a s a n , A b d u l Rahman,
Johai’ Shall, MwKf» Shala, Harkislian,
Duran, Abaul Wa- Heinraj, Sadiq, Qazi
iialj, Kliaiir M nliain- ^b^ulla, S h B i h
iiiad, Qiii M ub.amina<i, Gliulam Muhammad,
Jiii! Muhai)iVimd, Sa- Aiuir Shah^ Lai
licb Dili, Taller Din, Chiind, Shaikh Najafj
Jan MuiiarnuiaU, ib Nur Muhammad.
riiltnn, Z a a f r a u .
TJuuirguli
Pllnn Miihaminad Yar Mian Hamid

Sh.iliiii'pnri Gbalam Hubain Singh Qazi Ghulam Mustafa o

Msuii Wal; Ahnjad Dili, B 'afc Ali, Jassu Lhl, Lai G(iajaS> Gyan Singlij Gohra Devij I>as Jaswanfc,
Sayytid KasuJ, AH Devi Di«l, Bihari Ilrti, Kiihn Sii’gh. Abdul R&sul, Sham-
MuhaiiiKad, Clianpir Lc.l, Cbhaildas Sbani Asa Singh, Bl.iigat e»-
Siiyyad Ahmad, Qs*i I>0.3, K&m Cliandv Singli, Giilab Singli,
Gbulam !Nabi. Aniar Das, Gobra
Rain.
2iia Khail Maluk Aii, N-iU- Kamal Earn Eitba, Gumukh Narayen Singh, Ram S tjh i Ram Siagh,
Gbulam Rasul, Singh, Oancsb Das, Singh, Pohkar Das, Gtilain Jlluhammad,
MuliammatJ Has.an, Vaseva Ram, Kuelii Pirdhau Singli. Shulam Ali, Fazal,
Kliaii Miiluuniuad, Ram, Topan Lai, Haidur Dost Ali.
Iinaui Dill, Mubain-
uiad Azauij Bahaud-
diu.

XXXI.— KOHAT D i s t r i c t — (cont-miod).

Sohat MuliaTntnnd Amin,
Qazi Histm Uddin,
Kiistiiui Gul. •
SIiak.Hirdiij-.'-ah Mehta Hcmmj ••o

SakhTtlao Moulvi Ataullab Sbaikhusla, Majid

Uul.
Lan^lihi , Ziuulabidin. ... Gauiat Rai Karm Shah
 itXXII.—HAZARA DISTRICT.
Sbikftri ... Hftmid, Alt AIim
MuIIah Taya.
Ghazi Haji Muhammad Nar Parem Singh Ghulam Qadir
Rlianpar Ghulam Husain

Ogi Nut Hasan ......

EArelisn J&lalnddin.

Narah Abdullah

Slajuehrft ... Mohamouwl SaM ... *»•

ADDITIONAL LIST OF AUTHORS AND POETS IN THE PANJAB.

Ragu Nath Das. Narayen Das. Munshi Jowahir Lai. Ram Rai,
Ahmad Shafi. Faqir Chand. Maulvi Muhammad Husein. Khaira Shah.
Nihal Chand. Rajab Abdul "Wahab. Sbambhu Rai.
Pandit Pran Kishn. Shri Gopal. Mufti Muhammad. Bhawani. 09
Chet Ram. Sayyid Pazal Shah. Maulvi Amjad Ali. Ghuha Mall.
Mahmud Hasan. Arura Rai, Pandit Munni Lai. Amar Singh.
Maulvi Ghulam Rasul. Ghazi-uddin. Asir Uddin. Nagar Ram.
Maulvi Maula Baksh. Jaimal Das. Sad Uddin. Nand Lai.
Kewal Kishen. Ata Ahmad. Munshi Kanhya Lai. Shah Wali.
Hazara Singh. Hasan Din. Muhammad Lutf Ali Khan. Muhib Ulla.
Chandu Lall. Muhammad Khalil. Munshi Nihal Chand. Raushan.
Saxla Sukh Lall. Abduljabbar. Hirde Ram. Mir Hasan.
Pandit Ganeshi Lai. Chunni Lai. Nawab Fateh Ali Khan. Mihr Das.
Munshi Ghulam Muhiuddin. Shah Abdulla. Brahma Nand. Imam Bakhsh.
Pandit fianwant Ram. SayyidAhmed Ali. ■Mir U1 Hasan Khan. Ganga Ram.
"Munshi Munni Lai. Narayen Kishen. Maulvi Abdul Kabir. Barda.
Maulvi Muhammad Muslim. Maulvi (^olam Akbar Khan Mulla Nazr Muhammad. Ahmed Baksh.
!Munshi Ganga Sahai. @|iulairitl.v Munshi AH Muhammad, Kashi Ram.
Jaidyal Singh. Ab(M Biasit. Babu Kuljus Rai. Munshi Ghulam Rasul.
Maulvi Abdulla. Malchkhan Lall. „ Murli Dhar, Nizam Uddin.
Imam Hosain. Din. Imam Uddin. Muhammad Abdush Shakur.
Sheikh Muhayuddin. Shah Walaya. Muni Megh Raj. Shiv Narain.
Maulvi Mihr Naththu. Munslii Rajab Ali, Mir Abbas. Ghasita.
Ohulam tfnsain. Munshi Mnhammad AMul Ghafur. Nattha Singh. Shiv Ram.
Muhammad Yusuf. Abul Hassd.n. Badri Das.
Pandit Bhan Dutt. .faimal Singh. Maulvi Rahim Bakhsh. Abdul Jabbar,
Jiya Lai. Ahmadyar. Babu Nanak Chiwd. Bam Bakhsb.
Maulvi Muhammad Fakhir Husain. Jamal Uddin. Ambe Prashad. Fard Faqir.
Munshi Dhanpat Rai. Mian Jan Muhammad. Muhaipniad Amir TJlla. Kbusbdil.
jpaulat Ram. Chiragh Uddin. Ram Singh of 25th Panjab Infantry. Muhammad Shams-ul-Haq.
Htfuushi "HasibXTddin Ahmad. Maulvi Din Muhammad. Jai Dyal Singh. Faiyaz-ul-Haq,
Haji Mnnshi Muhammad Masih Ulla. Umr Djn. . Manlvi Muhammad Ali. Prem Chand
Munelii Muhamed Bilal. Muhammad Husain Shah. „ Mirza Muhammad Ali. Ahmad Jami.
i»Iunshi Wazir Singh. Ghulam Kibirya. Muhammad Ibrahim. Madho Narain.
Hafiz Abdurrahman. Khuldi. . Shigopal. Kunj Bihari Lai
Mir Panah Ali. Maulvi Saiyid Ahmed. Nain Sukh. Pandit Kashi Nath.
Debi Sahai. Muhammad Isa. Munshi Daya Ram. Munshi Husain Bukhsh.
Jai Krishan. Munshi' Mul Chand. Sada Sukhlal. Muhammad Husain Khan.
Muhammad Nur Uddin. „ Khuda Bakhsh. Pandit Mabaraj Kishen. Tliakur Lai Singh.
Hatiz Muhammad. Fakhhr uddin. Munshi Amir Bakhsh. Saiyid Aulad"Hasan.
Muhammad Abdul Mansur. Maulvi Talattuf Hu^n. Abu Hamid Muhammad. Muhammad Abdul Rahim.
Umrao Singh. Moulvi Ghulam Nabi. Abdul H ^ . Maulvi Abdulla. CO
Kishan Singh. Khashi Ram. Abdnl Aziz. Manila Bakhsh. ts
Abdul Ra§ul Khan. SlFaj Uddin. Fandit SaiSii Pandit Mohan Lai.
Akbar AU. Bihm Lai. Muhammad Yasin Shah. Fazl Shah.
Dj^al Singh. Bishan Singh. Munshi Ganpat Rai. Dr. Khubdad Khan.
Shah Din Shadan. Moti Ram. Raza Hasan. Muhammad Asad-UIla Khan.
Ghulam Nabi. Seona Ram. , Mnhammad Hussain.
Mmishi Kidar Nath. Mussammat Zainab BibI, IVikhbub. Rai Chiranjit Rai.
1
 APPENDIX I.

Appointment of an Educational Syndicate for British Burma.

Hxtraci o f a letter from B. S. JEsquire, C.S., Officiating Secretary tc the Chief Commis-
sioner^ Britiah Burma, to the Sieeretnry to the Government o f ^ndia, Home Department,
No. 6125->24E.f dated Rangoon^ 5(M September 1881.
I am directed to submit copy of ai notification, which was published in the BrUi»h Burma
Gasette of the ?7th August 1881, rregardiog the nppointment of an Educational Syndicate
for British Burma. 1 am to explain that
EDUCATIONAL SYNDICATE.,
the gentlemen named in the margin
Mr. John Jardine, Jadicial CommissioiJer Vrttideitt. have been appointed to be members of
Mr, C. P. E. Allen, Government Advocate the Syndicate, and I am now to solicit
Ba One, Esq., Assistant Commissioner
Rev. Dr. Bennett, American Biiptist Mission .... sanction to the payment of a salary of
Bigbt Rev. Dr. P. Bigandet, Bishop of Hamathta Rs. 150 a month to the Registrar, who
a a d Vicar-Apostolic ... will ordinarily be an officer of the Eda-
Dr. E. Forchhainmer, Professor of Pali
G. S. T. Harris, Esq., Execntive Engineer, Rangoom
eaticmal Department with other duties.
W. de Courcy Ireland, E^., LL.D., Officiating loi- 2. I am to explain that the estab­
speotor General of Police Members. lishment ol some representative body
Surgeon-Major Hugh Johnstone, Junior Civiil of this kind to promote discussion and
Surgeon, Rangoon
Rev. Dr. M&rks* Principal, St. John’s Collegee, furtherance of educational objects, was
Rangoon 8ugg««ted some time ago by Mr. Jar>
Major Scott-Moncrieff, C.S.I., B.E., Officiatinf^ dine, who had been Fellow and Examiner
■ Chief Engineer
Rev. C. A. Nichols, American Baptist Mission .... of the Bombay University. There was
Moang Po, Merchant ... ... ..../ pome complaint r^ rd in g the results of
? . Hordern, Esq., Director of PuhVic Instruclaoni \ the provincial examinations last year;
Pfi Moung, Esq., Officiating Junior Inspector .... \ Sw-offieio.
R. G. Hodson, Offg., Principal High Schooal) and the staff of, at any rate, one aided
school represented that the examin­
ations were too much of a departmentinl affair. Then, when the revised grant-in-aid rules were
sanctioned, it became more than eveer neo^sary to have some representative body to conduct
and control the provincial examinatioms. A ccor^gly, such a body was constitnted, and the
enclosed rules were drawn up for thieir guidance. PbssiWy the scope of the duties^ the
Syndicate may hereafter become wider..
3. There will be great deal of Iheavy and important work: in connection witii t^> pro­
vincial examinations. This duty has Ihitherto been done by the Director of Public IilstriiGtion
himself. It took him away too mnch ifrom his own proper duty ; moreover, the arrangement
was open to the twofold objection thaft, under it, the Departinent examined its own work, and
that outside institutions had no voice im the conduct or manner of the examinations. This
work will now devolve on the R^strair of the Syndicate; I am accordingly to solicit per­
mission to pay a salary its. 150 a .month to the Government offioet who may appointed
to be the Begirtriur of TOO Syndicate.

Ea^act from thee “ Itangoon Government Gazette.**

OSNBBAL DePA&TMBNT.
Notijfiealion dotted Rangoon, 2Bth August 1JS81.
No. 298.— For the purpose of directing and controlling the poblic examinations to be held
nnd^ ^ e g^nt>in aid rules, and for thie purpose of pi^motii^ the study of medicine, engineer­
ing, law, and technical arts, the Chief (Commissioner has decided to establish/qnder the Pre-
i^entahip of Mr. John Jardine. Judidial Commissioner, a body to be called * '^ e Educational
Syndicate of British Burma.'*
The body will be constituted nndw the foUowi&g i^ules, namely,—

£d»eatio»aU Sj^ndieate, BritusJk hurma.

The members of the Educational Syndicate, British Burma, shall be appointed by the
Constitution of the Syndicate. Commissioner, and shall consist of not more
than 20 members inclusive of a President and
Vice-President.
2. As far as possible all educationall interest shall be represented on the Syndicate.
The following Government officers will be ex-o^eio m ^ bim
(IV the Director of Pttbliic Instruction;
(ii) one Inspector of Sclhools,*
(3) the Principal, Goveiiuuieut High Scuool, Rangoon ;
 ( 2 )

and the Syndicate shall include the following :—

(4) one Burman Inspector or Deputy Inspector of ^hools;
(5) one European oflSeer of the Commission;
(6) one Bunnan officer of the Commission;
'7) one officer of the Siyrvey or Public Works Department ;
(8) one Barrister-at-law;
(9) one Medicalj,offioer.
3. The President shall be appointed for two years; and Esome member resident in Rangoon
will be appointed permanent Vice-President.
4. All appointments to the Syndicate will be honorary.
D«ti«.ta..Sv„di»l., 6. The S™di.ate will ^ responsMe for
^ the conduct off all provmcial exiunmations in.
eluding:— , . -•
the middle school examination;
the upper primary school es:amimatipn ]
the lower primary school dittto j
the survey school dittto;
the teacher^s cei^ftcate dittto.
They will fi-ame detailed regulations fo r the superintendeence of exaimnations (both written
and oral), at local centres by the District Committees of PuWlic Instruction.
They will annually appoint examiners in all subjects and determine, subject to such
money limits as the Chief Commissioner may from time tto time prescrihe> the rate of fees
payable in each case.
They will regulate the conduct pf examinations of aiided schools held by Inspectors (S£
Schools in accordance with the ^rantrin-ai^ rules.
Examiners will be appointed as earty in the year a*s i^ossible, and their appointments
will be notified in the Bvrtna 0azeUe under the signature of the Bagistrar to the
Syndicate. .
The Syndicate will fix the dates of A e several.examinati«ms.
They %iU also ]«gulate the J>eicentj^ of m a r k s required; to qualify in each examination
for a pass and f«f honors.
It will be xntiiin the provirfcex»f tfie ejyndica,te to reconnmend to the Liocal OoYemment
modifications in tke jaovinciai standards for schools of ^ grades and to frame proposals for
imparting instruction in, /
Medicine and'surgery;
Engineering;
Law;
Technical aorts.
6. All expenditure of the Sjmdicate will be met from provmcial funds; and bills on
account of the* Syndicate will be payable on the
Expenditure. signature of thee B^istrar and countersignature
of the President or Vice-President.
7. Eesolulions of the Syndicate will be determined bjy a majority of votes ; and the
. ^ . President, or, ioi the absence of the President, the
Conduct of toismess. Vice-President,, Will have a casting vote.
Five members will constitute a quorum.
Ordinary meetings will be held quarterly ; but any m e e ^ g may be adjourned or special
meetbg called hy the President of his o w n accord or on the/^qu|^tion of five members ; the
place and time of meeting to be notified by the Registrar to eeach member.
Duties of Regiatrar. 8. ^ e duttiee of the Registrar will .be —
(i) to conduct and keep all correspondence of ilse Syndicate regarding provincial
examinations ; ij '
(ii) t o ie responsible for secret printing of questjon-papers, for their despatch to l 6 ^
cen jtoof examination, and for the receiptt and distribution to examiners of
the answer-papers;
(iii) to s u p p l y all necessary forms and stationery reqjuired for the use of examiners;
superintendents, and candidates;
(iv) to notify to members the time and,place of 'meetoings, and to attend every meeting
and take minutes of the proceedings,
(y) the Registrar will jbe a salaried officer of the Bloard, and will not be entitled to a
vote or to any s lare in the deliberations.

OoTMBiuent of India Central P ^ U n g n.—7*ll"8I.-~216

 A1PPENBIXVI.

P a n j a b Ai)MiNisT?ftATiON lijgK )a^ POE

4Se» pasta^M in italics fir nofss on 1^, i(f, lT , t 8 ,19,20, 2 i, ^ 2 ,23 , 24 and 23).

10. The flovirer of the population is JTat; they form the majority of couverts to the religion
Fbpolation. of Nanmfc. They are the core and nucleus of the Seikh
conimomwealth and armies. Equally great in peace and war,
they have spread agriculture and wealth from the Jumna to the Jlielum> and have establish^
a politieial supremacy from Bhurtpore and Delhi to Peshawar.
" ’ Ef'sentim.lly yeomea by lineage and habit, they can yet boast
of two.regal families at Lahore and Bhurtifpore, who in their days have stood in the first rank of
Indian powers. In the Panjab they dissplay all their wonted aptitude for stirring war and
peaceful agriculture, and the feudal pollity of the Khalsa has imparted to them a tinge of
chivalry and nobility. Their chief home iis in the Manjha, or centre portion of the Baree Doab,
and their<»pital is Umritsur. But they hawe also extensive colonies at Gujranwalla, in the Rechnah
Doabj Guzerat, in the Chuj; and a^omt Rawul-Pindee in the Sind Saugor. For conturies
they have peopled the southern Punjab, otf which the capital is Mooltan; but there they are
held in different repute, and their impcprtance is merely agricutural. In many localities the
Jat« profess the Muhammadan creed, lhaving been converted chiefly during the Emperor
Arungzeb’s reign. In the south they maiinly belong to this persuasion.
13. Among the pure sects of Mnssulmians, the Pathans alone acquired social importance.
They are} scattered throughout the country, but their central
* “ localities! are Mooltali and Kussooa in the Baree Doab. At
the.foi^cr place, indeed, they have won ffor themselves historical distinction. They originally
obtained a grant from the Emperor Shaah Jehan, and with this acquisition they thoroughly
identilbd themselves; they excavated camals, they improved the condition of the peasantry,
and £hey raised the province from barrenuiess to wealth. They defended their heritagfe with
tiie utmost gallantry i^ in st the aggresssion of Kunjeet Singh, and in the last war they
furnished the best portion of Major Edwasrdes^ levies.
14. There is one race of spurious Muss?ulmaiis, named Raens, whoj pphtically insignificant,
are yet fto be found in the vicinity of all great cities. Un*
.Dogms. rivalled .as market-gardenei^s, they are the u»en who carry
on that daborate and perfect cultivatiom which must strike the observer in all our ehirf
suburbs. There is a race of Dogras (not tto be confounded with Pogurs, an impoi-tant trilier on
the banks of the Sutlej); they are Missser Rajpoots of the Jummoo Hills (r^mblini^ the
Kunaet of the Simla Hillsj, descended! from a Eaipoot father and an inferior jttothej*.
Maharaja Golab Singh is a Do^ra, and witth his elan calls hin^If the true Rajpoot of a jiarti4
cularliue cOiinfcry.
16. Sttcb are the tribes who furnish fcwo estates of the primitive rejJin* the swldiers and
„ husbandmien. The third estate, of the merchant and
KmHes. penmen, consists of a tribe named Khutries; their profession
in India is looked upon as effeminate, but Ithese writers ftnd triers are not much inferior in
courage arid firmness to the ruder tribes, while they are superior in civilisation, refinement, a»>d
capacity for affairs. Some of Uunjeet Sinigh’s best governors and ittinisters WjCire Khutries.
'Jhe Brahmins are not numerous, but tlhey usurped many poIi^caL fuactious; leaning and
science of cotirw centre in them.
16. From the Beas to the Chenab the; Hindu race predominates, but in all parte of this
region the Muhammadans are numerously iinterspersed, and in the south they actually form the
majority; but of the Muhammadans a larjge portion are of Hindu origin. From the Chenab
to the Indus the population chiefly consists of Hindu converts to Muhammadanism ; beyond
fhc Indus the pure Muhammadan race prewails. Of the whole population two-thirds are Mus­
sulmans (both spurious and genuine), the nemaining one-third are chiefly Hindus, and of these
half are Seikhs. JJow, with the single exception of Seikhs, it is remarkable that the Hindu
races, whether converts to a foreign creed o>r professors of their ancestral faith, consider fhem-
selves as subjects by nature and born to obedience. They are disposed to regard each succes­
sive dynasty with equal favour or equal indliff^rence, whereas the pure Mussulman races, de­
scendants of the Amb conquerors of Asiia, retain much of the ferocity, bigotry and inde-
pendenee of ancient days. They look itpom empire as their heritage, and consider themselves
as foi'eigners settl^ in the land for the purtpose of ruling it.
17. They hate every dynasty cxcc])fe their own, and regard the British as the worst,
because thte most jH>werful, of usurpers; up to the Indns, then,
E k m cn U of eocia! antagoutsin. m»ajority of the population are our natural subjects;
beyond that river they are our natural antujgonists.
Arp.^vi. 1
 19. Of agricultural products, sugarcane iis grown everywhere, and indigo in the southern
, . regions; botlh are exported towards Sind and Cabul. Cotton
gricu are. produced,, but the uncertainty of seasons which prevails
in the Panjah will probably prevent its beseoming a cotton-growing country. Wheat and
maize are two great staples of excellent quiality; they fully supply the home consumption,
and are often carried to foreign markets. The genentl agriculture and tillage are good;
manure is used, and rotation of crops is kntown. Canals are not unfrequent, and the well
irrigation, carried on by means of Persian wheels, is everywhere first-rate. 'I'he country is
unfortunately bare of trees, timber is almcast unprocurable, and even firewood is scarce, and
can only be obtained in large quantities from the central wastes. But the province of Mooltan
is in one respect a bright exception ; there l^he date and palm-trees are clustered into dense
groves, or extend into stately avenues for milles.
20, The chief seats of art and commercee are Umritsur in the north, and Mooltan in the
and oommerd.. ind'genoas mauufactu.es are chiefly silk, carpets,
and wool. Ibereare also good arfcincers in caj^ntry, iron-
Jhongery and armoury; articles of all these dlescription are more or less exported. The imports
consist chiefly of British cotton and piece goods, of the shawls and woollens of Cashmere, and
of the dried fruits and furs of Afghanistan.
23. Besides these, however, one subject of course rivetted the attention of the monarch,
namely, thte gathering of the taxes. To this important
18 partmen paramoui) . department, all other branches of the civil administration wea’e
subordinate appendages. Men of wealth andi influence, who had distinguished themselves by
their courage and capacity, were deputed to ^the remote provinces as farmers of the revenue,
and w6re armed with pretorial and pro-coinsular power. So long as their remittances to the
royal treasury were regular, they might eexercise plenary authority over life and property.
, Of these P?rovincial Governors the most able and the most
roviiicia overnors, celebrated was Sawun Mull, of Mooltan; next after him
stood Golab Singh, the present Sovereign of Cashmere. I'he best were Desha Singh and his
son Sona Singh, who ruled Umritsur and tlhe Mangha with a mild sway. The sternest were
General Avitabile, who held down Peshawur ’with an iron hand, and Hurree Singh, whose prowess
and cruelties kept Hazara in unwilling smbmission, The military chiefs who held feudal
demesnes(jaghirs) on thecondition of semding contingents into the field, had also unlimited
authority within their jurisdiction.
24. In those districts which were neith(er granted nor leased out, the local tax-gatherers
were calledl Kardars, or agents. The powex's enjoyed by these
oca tnx-gat rers. individuals? varied greatly according to their personal influence
at Court; but they all were directly responsible to the King and Council, whereas the Kardars
in the provincial governorships were res|ponslble to the Governor, who mjast, in his turn,
account to the central authority. It wouild be unsafe to say that the Kardars never acted in
the plenitude of power, but, as a rule, their imost important proceedings were subject to review
by the Lahore ministry.
25. In the w’hole. State there were onlly two classes of functionaries—the military and the
fiscal. In the latter were combined all civil functions what-
Two classes of State functionaries— There wei’e no special officers for the dispensing of
.„d ««,1. execution of criminal law. ' To this rule
there was an exception at the city of Lahorre, where an officer or justice styled >A<lalutee was
. stationed. But there was no such functionary^ the commer-
No special mimsters o justice. Umritsur, The police officers (thanadai’s) oc -a-
sionally were political and military officer?,, rather than civil. Their business was to check dis­
turbance, and to arrange for the marching of troops.
26. The military commandants, witlh detachments of the army in the interior, were
usually imdependent of the civil authorities, but this in-
Detached military commanders. dependencje was gradually exp;inded into the power of active
interference; many commandants thus sittuated committed great excesses; much license was
permitted to the army, and indeed to alll servants of the State. The line of march was
often marked by plunder, and impressnnent and compulsory labour were dreaded by the
peasantry.
27. The pay of Kardai-s, aiid other secondary officially, was uncertain and precarious. It
\ . ' seemed t(o be tacitly understood that they must live by the
Salaried officmls liow paid. perquisites of their appointments. The arrangements of- the
exchequer and the auditing of accounts were for many years notoriously defective. It was
only towards the close of theMaharaja’s reign that financial order was introduced. Up to
that period no office of account had been established. For the record of wliat he gave and
took, llunjeet Singh had trusted to his teniacious memory, aided by such primitive devices as
the notchies ofa stick. The rude complication of accounts
Laxity and confusion of accouuts. dlistrict treasuries facilitated embezzlement. Money
was taken from the people in one shape anid restored in another, till the items, after balancing
and counterbalancing, became so confused, that a dishonest official might cloak any-amount of
fraud. There can be no doubt that all this laxity encouraged the officers to cheat the State
and over-tax the people. Nobody seemed Ibetter aware of this than the Maharaja himself, who,
 whenever caprice cr exig'dQcy might dictate, would call upon hi§ sfervants to pay fees or
“ aids/' and if they refused to disgorge, would plunder both them anel their fairiilies.
28. Written law there was none; still rude justice was dealt out. Pfitate property in
t I- 1 !• 1
JusticQ now impenseu.
laud, the
,
relative rights
p mi
of land-holders and (Cultivators, the
Corporate capacities or villag*e communities, wer^ all recog-
nised under the direction of the local authorities j private arbitration was extensively resorted
to; the most difficult quostiojis of real and personal property were adjudic;ited Ity these
tribunals. The adjustment of affairs in a commercial emporium like Umritsur required no
further interposition than this^ The arbitrators ould, according to their respective faiths,
consult the Mussulman Shureh or the Windu Sitiisters ; the Kazees and Kanoongoi-s exercised
In’ivatcly and indirectly those functions whiuh had descended to them since the imperial times,
rhe former continued to ordain marriag‘e ceremonies/ to register last testaments and attest
deeds j the latter to declare recorded f;tut«, and exjwutid local customs. The Maharaja con­
stantly made tours through his dominions; he would listen to complaints during his rides, and
he would become angered with any Governor in whose province complaints were numerous.
At Court also he would receive individual appeals.
29. The unwritten Penal Code cofitjiined brtfc two penalties—fine and mutilation. There
„ . . , , , , .a. , , was scarcely atiV Cfitn® from larceny up to murder for which
Cn„„„a1p.n.lto,l,.w.,.»,cW. l,e ,n.vd.,l8«l % the paymeut of a
fine.* Mutilation was reserved for such ofiPeKfees' as rtdulteiy and seduction, and also for
violent theft and robbery. Imprisonment was affttdst unknown, and capital punishment rare;
it was never ordered bt' Runjcet Singh, or inflicted by his
^ Pine, mutilation nnd capital {umish. perrrission. But in distani flftd disturbed .districts, such as
Peshawar and Hazara, he did not interfere when Avitabile
enforced a Draconic code in which hanging was decreed for every crittl6 from larceny to
murder; or with Hurree Singhj who summarily decapitated criminals, or blew them from the
cannon^B mouth.
tJO. The fiscal system vail be noticed more exactly in the section which troats of revenue;
sullied it/ lioiV to say that Runjeet Singh availed himself of
all kno^ri ^6urees of’ taitatioii. He seems to have overlooked
few taxes which have been levied in any coutiitff eivtlised of uncivilised. Taxes, direct and
indii'd'et, Upon land, houses, people; upon manufacturer's,'foreign or domestic; uj)oii commerce
ittlernal or external, upon imports found their p(a<?0 feis fiscal regime. Property in land
was fully recognised and upheld, and the agriculturists wei‘0 fieri nnnecessariiy oppressed as
long as they paid their revenue. The village communities lived on frt their full integrity.
31. That the resources of the country were nM drained by this taxation can hardly be
supposed. But in some fetpects the Governnicttfc gave back
Sliigb’i hand what it had tafvCfl with the other. The em-
ployln of the State were most numei'Ows; every Jat village
sent recruits for the army, who a<?aiii their savings to their homes- Many a highly-
taxed village paidhalf its revenue from its military earnings. Thus money circulated freeh%
Again, thepresenceof vast bodies of consumers crgatfiw an immense demand for manu­
factures and commodities. Prices were quoted high, the m.ll'ket was brisk, and thns the
commercial interests bore up against their load of taxation. Whatever faults may be found
with their commei'eial regulations, the Seikh Khalsa may well vaunt of h.iving raised up the
. ,. , city of limrltsur. Moreover, it is well known that nations
s ahib an popu .mtj. will cheerfuily pfty ©normous taxes when the Government is
\\6pular and when the public mind is kept excited hy ittftPttal triumphs. The rule of liunjeet
Singh was eminently suited to the genius of the people, aiid tlw spirit of the Seikhs mounted
high wlien they saw province after province added to the dominions of their mystic common­
wealth.
3'Z. The events of 1816| which obliged the Biitish Government to assume a share in the
_ . ■. ^ , management of the kingdom, require no mention here. The
Constitution of the fegeneys polky Of the Britigli representatives was strictly conservative ;
th e lt © bjeei Wag to in terfere o n ly to preserve, never to d e s t r o y .
The Cisnservative policy. desired to recou stn ict shattered iustitutior.s, to ca rry
yttfe the spirit of the constitution, .is it wouttl lifttef been carried out by a benevolent native
ruler. But to give effect to this view, it was necessflty that many grave abuses which had
grown up since the death of llunjeet Singh should be rcfoftned/ 'I'he army being irreguUuJy
paid was ill-disposed .and idle. The civil liovornors, great
numerous reform* in,bridled in embezzlement; violent crime
^ , was) iucreasing; justice between man and man was more and
more hard of attainment.
33. For all these evils remedies were attempted; the overgrown army was reduced ; the dis-
chargetl soldiers were paid up; tlie lrooj»S were paid, disciplined, aiul worked with regularity;
the finances were scrutinisetl; the arrears ju!<tiy due I’roju the tax-gatherers were ileinanded
with rigor; efforts were made by^ the en forecm en t of economy to free the exchequer Irom it^ long

* Ono (hotmrnl rnpi’os was the iixo.1 fme for a .nmi’s lif-;, i-.it IN. 10.000 s.nnotiuu'M tuken. OLTnsiouiilly a
noted uuii*»toror or robber was oiiIisUhI on pay iW a cavalifr or soUlior or ollioer.
 4

accruing liabilities. In the fiscal department arrangements were made to and limit both
the demand on the people and the remuneration of the revenue, officers. Summary se^ttlements
of t he land revenue were mnde, and a liberal salary was allowed to the Kardars. It \vas hoped
tha t by these m&ans the people would have to pay less, while the State received more. ^ The
minltiplicity of indirect and miscellaneDUs taxes was simi)Hfied, and the budget was so framed
thjit the revenue, while restricted, to a few fixed duties, should not be diminished. Here, again,
vt was believed that a relief would be afforded to the people, without any sacrifice to the State
inttn'ests. Individuals of character and repute were appointed as separate administrators of
civil and criminal justice. The Penal Code was reduced to writing, and rendered more severe
and just, and yet more humane. Heinoiis crimes were referred to the Council of Re^einey,
and appeals from all the local rulers virere regularly heard. '
Official misfeasance ^vas systematically prosecuted, European officei-s werp deputed to ;
^ ^ ^ ^ ' visit the outlying distriet-s. All the chiefs who mi^rht be
DejDu.iiono uropcan o cers. considered to represent the intelligence, the honestly and in -■
fluenVial interests of the country were summoned to Lahore for the pui-pose of framing riijes
and rtJgulations for the future; and an assembly of 50 Seikh elders, heads of villages under
. . the guidance of Sirdar Lena Singh, sat for some months at
,«gislive arrangeroents. Lahot^, in the autumin of 1847, to frame a code of simple law
for the guidance of the Seikh people. The resources of the kingdom were examined, and their
development Was studied. Plans were formed for the construction of new canals, the repair of
old onos, the re-openihg of ruined xyells, and the re^peopling of deserted villages. An
enginee r of i'atik and experience was appointed from the Btitisli feerviccj and thiee lakhs from
the rev<jnue were set apart by the Council for public improvements.
Detectives— 1. Regulnr police. 163. The detective civil police may be thus detailed The
2. City .Watchmen. regular establishment paid by the State; the city watchmen,
3. liunil coustabahiry. a n d the rural Constabulary, paid by the people. ,
1G5. For the control of these establishments an important machinery has been pi’ovided.
The Board are anxious that the local influence and knowledge
rt.lisildin-s control. of the native collectors of land revenue (tehsildai-s) should be
used for this purpose. Eapli tehsildar Has been accordingly invested with police powers
within his jurisdiption. 1 he police are fiubordiuate to him, , but he is not to svijwrsede them.
He is to anin^ate them 'wl\ea negligent, to overawe them when corrupt; he is r^ponsiWe thal;
they a-e faithful to the State, and unpppressiVe to its subjects. He is to inf use vigour and
honesty into their functions, without usurping them. Hejs not to concern himself^ as a rule,
with individual cases, unless they be of a hieiuou? nature, or unless an affray be anticipated,
especially if the dispute relates to land. Our fiscal arrangements will eventually strike at th^
root of these disputes. In the meantime the tehspdar, with his revenue experience, is the
fittest man to handle them.
The Board have promulgated a C9de defining the mutual relations of the tehsildar and
. the police, and di^itinguishing tb? tehsildar^s police capacity,
liules for tbeir guidance. frpm liis other capacities, fiscal and judicial.
176. The house-tax was at first introduced iiitoour great cities; but to pacify discontent,
. ; . the Board iiave permitted the watch and ward funds to be
Town duties introduced. raised by tow^ duties. This plan is now extensively in vogue,.
bdt it has never been introduced, except at the urgent request of the townsmen; care has been
taken that, as much as possible, the articles taxe/i should be luxuries and not necessaries.
T h e measure has been carried out with er6inent facility and success. It is surprising to see
how a tax, not the most equitable that" corild be devised for this particular purpose, and
i-epugnant to our system, may yet be made to work admirablj through the power of popular
sy^ipathy.
178. There are three cesses which, |)eing sometimes confounded together, require a p- ecise
defiui|^on‘. The Dhurut was a tax paid by the mercliant
Dliurut, \Vazun Kushee, and CUoon- grain frouii small villages to sell it in a large
g lee cesses. amounted to something less than one per cent, on
t h e m a r k e t price, and fell upon the consumer. But the grain of the village in which the
market might be situated was exem(pt from taxation. The proceeds of the cess were received
by the landholders when there were «o merchants of influence, and by the mercantile commu­
nity when their number and strength wfis considerable. The Wazun-Kushee, or weighment cess,
was levied indiscriminately on grain^ which might be W eighed at the shop or in the market, if
there was one. It amounted to about two per cent, on the grain, and was the personal
rem u n era tion of the w'eighman. Where the landholders had full command of the Bhurpt
collections, they frequently farmed the cess to this functionary. Both these taxes, then, were
levied on grain, and were customary in villages. Now the Choonghoe was levied on all articles
of merchandise, both in transit,and in the market, and was current in towns or cities. The
English equivalent for the expression is tosvn duties, it was included in a long category of taxes
collected by the Seikh Government. I t s a ljolition as an item of the public income formed a
p a r t of the fiscal reform introduced under the regency. It has now been resuscitated for
Municipal pui’poses. With regard to the two other taxes, the
TJic three cessos how tcf be regu- would maintain the weighment cess, it being the
reniuneralion of one of the village oflSce-bearers, but the
Dluirut they would discontinue. It a tax of this nature be needed for village municipaiity.
 th ey w o u ld p iv r o r to in tr o d u c e th e C h o o n g 'l i c e j w h i c l i is m a r e c a p a b le Q f 'a d a p t a t i o n t o t lir
v a r io u s gradesr o f r u s t ic s o c ie t y .

J79. T h e ru m ! c o n s ta b u la r y fo rm th e lo w q s t, but p ( ;r l i a [ ) s th e m o s t im p o rta n t, grade.

T l i e y a r c t h e r a n k a n d t i l e o l ‘ t h e p o l i c e f o r c e . Ht>re^ a s i n m o s i
lu ta (on.-t.i m .\\\. r e g i o n s o f U ] t ] ) e r I n d i a , t h e i r o l H c e is c o e v a l w i t h t h e i n s t i t u ­

t io n o f t lie v i l l a g e s o c i e t y . U n d e r th e la te (J o v e n n n e u t th e ir fu n t-tio n s w ere o fle a n o m in a l;

t h e ir r e m u n e r a t io n o f t e n s c a iit y a n d jn -e c a r io u s . O n e o f t h e e a r l ie .s t m e a s u r e s j d 't e r :in n e .\ .a t io n
w a s t h e o r g 'a n i s a t i o n o f t h is i m p o r t a n t b o i ly t lir o u g -h o u b i h o v i U a .^ i s . 'T h e a rra n ^ v m eu ts t li o i )
m ade have been g e n e r a lly r e t a in e d , b u t in p la c e s n io d ille d . I t h a s b e e n i 'o i u i d 1 h a i , l i k e t h ( '
t o w n s u K 'n , t h e v ilh ij* -e r s a r e o f t e n o n t h i s h e a d s e n s i l i v 'e a n d je a lo u s . 'I ’ l i c ] ? o a r d , i i o w i n 'c i ' ui
fu lly a liv e to th e im p o rta n ce o f c im c ilia t iu n ; m easu res o f t h i s k i n d , h o w e v e r ^ o o d in i l ' ,i
s e lv e s , w id n o t s u c c e e d u n l e s s t h e y a r e m ad<* a c c e p t a b l e t o t h e p e o p l e .

IS U . T h e r e a r c s e v e r a l ] ) r i n c i p l e s w h i c h t h e ])< > a rd w is ii to see c a r r ie d i n t o <;II'eet. The

o flic e o f w a tch m a n f o r m i n " - a i x i r l i n n u f t in- v i ll a :-'!; (■ i> iiiin u n il w
PriiH’ipk'S rrir.ivdiiiu' wutcli- ji i ii i , i . i i n
1 . t h e r e s iio u ld he at le a s t o n e s u e l i o i l i e e r t o e v e r v e u iie e lio n ol
h ouses. T h e n u m lie r m ay be e x (.-e e (h -d w h e n t h e r-iz<i o f th e
v illa i^ e m a y r e q u i r e i t . T h e r e m u n s r a fio n o f t h e w a t c h m e n m u s t b e a d e (ju a (e t o s u p p o r i. l l u ni
w it h o u t re co u rse to a n y o t h e r m ode of liv e lih o o d . The s itu a t io n s h o u ld be w orth not l. s -
t h a n t h r e e r u ])c e s p e r m e n s e m . I t is b e t t e r t h a t t h e s a la r y s h o u l d b o j)a id in e a s h , but if ih r
v i ll a s ^ e r s p r e fe r it m a y be p a id in k i n d . In s m a l l v i l l a o - e s , w h < ;r e r e ^ 'u l a r ) > a y n i e n t in c a s h o r
k i n d m i i ^ h t b e b u r d e n s o m e t o t h e e s t a b l i s h m e n t , th<! T > oard d o not o b je c t to a s s ii:in v ie u t s of
la n d . , O n th e oecu rren ce of v a c a n c ie s llie n o m in a t io n s h o u ld r e s t w it h th e la n ilh o ld e r s , th e
c o n t i r n i a t i o n w i t h t h e .M a o - i s t r a t e . T h e w a t (;h m e n a re o f th e p e o p le and s h o u ld c o n t in u e to
m in iji'le w i t h t h e m , w h i l e t h e y l o o k u p t o t h e r e o 'u l a r p o l i c e , a n d <d>ey t l i e b ch e s l> > o f t h e J ^ u r o p e a n
s u p e r ic n :.s . T h e y s h o u ld b e s u in e ie n t ly u n d e r t h e c o n t r o l of th e p o lic e so as t u b 'c o n i e I r u s t .y
serv a n ts o f t h e S tx ite , a n d s u t fic ie n t ly u n d e r th e c o n t r o l o f t h e la n d h o ld e r s s o a s n o t t o l> e e u m e
r u s t ic d esp ots.

92. In t h e f is c a l d e p a r t m e n t t h e fir s t o b j e c t o f a tte n tio n w a s t o b e th e im iu ir y in to ren t-

. _ f r e e t e m i r e s , t h a t i s , w h a t l a n d s w e n ; t o b e e \ e m i ) t , I 'r o m t a x a -
Iavosti>;iition of rent-free tenures. , i j i ^ .• ! c i i-
t u )n , a n d o n w lu it t e r m s ; a t t h e s a m e tn n e a set or ru le s l o r
r e le a s e a n d r e s u m p t i o n w e r e la id d o w n . E x is v i v v g s .(iU le u K ‘. n t s o£ U \e veveune, \nuv\e d\ iv in > ;'
t h e R e s id e n t ’ s r e g e n c y , w e r e t o b e u p h e ld a s a tem p ora ry m easu re. In tra cts nol p r e v io u s ly
F i 'a l s v t 'i n s e t t le d , a q u in q u e jiu ia l s e t t le m e n t w as to be m ade. E n t a il
‘‘ _■ s n m in a r y s e t t le m e n t s w ere lia b le to su ch m o d ilic a t io n s as
m ig ;h t b e i n t r o d u c e d w h e n t h q . j ’e g ’i ^ v s e ttle m e n t s h o u ld c o m e o n . T h e c o n fir m a t io n o f s e t t le ­
m e n t s w a s t o r e s t w i t h t h e B o i^ w l. In th e m anagem ent of th e reven u e, th e n ia in te n a n c e of
v illa g e c o m m u n it ie s , and t lie , d e m a r c a t io n of b o u n d a r ie s , th e r u le s in f > rce t h r o u g h o u t th e
N o r tii-W e s te r u P r o v in c e s w ere to b e o b s e rv e d . The a rra n g em en ts r e g a r d in g ' t h e a b o litio n of
th e cu stom s and o f th e tr a n s it d u t ie s , a n d t h e e s t a b lis h m e n t o f a n e x c is e o n t h e s in g le a r t ic le
of s a ltj w e r e t o h e u p h e ld . ,

SECTION v i
Administrat ion of Civil Jcstkii.

217. Soon after annexation this dejwirtment was relieved o f its most difficult branch by the
„ - , , i................ Board'S order o f January IS .30, which practicallv interdicted
refen-eV to” the SetUemenfc bearing o f cases relating to landed property, and transferred
C-'urts. them to tiie Settlem ent Courts. I t is presumed that those
Revenue Officers who are brought most in contact with the
agricultural classes, who must necessarily acquire much local experience and great familiarity
with tenures, w ill decide suits regaining landed property iu a manner accordant w ith the wants
and sympathies o f the people. 'Ihe Board believe that the union o f fiscal and judicial functions
in the same set o f officCTs is ealctihVted to confer many benefits on the landed commun i t y .
But as Settlem ent Officers have.not as y et crossed the Chenab, this injunction has been followed
in the Lahore division only ; and it Being foiled that landed disputes were in some places accu­
m ulating to the ipconyenience o f individuals, the conGplication
But imcier certain conditions may o f tenures, and tlie disarrangement o f village communities,
and as the prospects o f a r e g u W settlement seemed reinote,
the Board resolv^ed to vest the ordinary Civil Courts with
}K)vver to entertain all such cases relating to real property as m igh t require imnyjdiiite, decision.
A t the same time provisions were made to secure strict control on the part of Commissioners
over the exercise o f this power. However, during the period under review, no cases o f this
nature came under trial, and it may be considered that the civil returns now under review
comprise cases relating to personal debts, contracts, and such like transactions.
223. -Private arbitration is a potent means o f popular justice. The attribute o f <livine
p ., . discernment, which the people o f India fondly ascrilx^ to
n\a ear i ra ion. their cherished' institution, is no less associated with arbitra­
tion in the minds o f the Punjabees.
App. VI. O
 6

From the first the Board have been anxious that public disputes should be referred to that
rude tribunal, whose voice is all-powerful in the regulation o f private affairs, where individuals
are most vitally eone©J’»ed, and of those social and fam ily interests which are dearest to man­
kind. These pative asm sofs are especially useful in ascertaining the truth in questions relating
to intricate accounts, local Biftg'gs, gnd social practice. B ut it has been found that, unless
vigilance and discrimination be exfifcised, ^.buses will arise in the w orking even «-f % is institu­
tion. The selection and appointment o f t,fea gj^jifcrajbors, the conduct of the inquiry and the mode
o f recording the award must be scrupulously and jealously guarded.
In England, from the time that a jury is empannelled and sworn, their everj- movement is
observed; their place o f sitting and o f consulting, the delivery o f their verdict, are all matters
o f the strictest rule. So musfe ft be with ^hese Indian Juries; otherwise the very thing which
should have been our guidance, will t>eo'»ine gn oceasioa ©f stum biing and a b y e -w o ^ j and
if discredit should be thrown on the system o f Punchayets, and the faith o f the people inthie^
their best, institution should be brOKen, fchejj- morality will thereby be weakened. Impressed
with these convictions, the Board have drawn up ^ detafled code o f rules to regulate the pro­
ceedings o f arbitrators.
289. In September 184-7, E aja Dena Nath, Chancellor o f
to tm S o 2 Excbequef, fam ished the follow in g abstract o !
the mode iu which he oOBsidered the land revenu§ of che
Punjab to have been collected : —

E s.
No. of Atuount o f
Hode o f collecting the levenue.
District. reveuue.

8 Fai'med out bjr Kardars.............................................. 25,49.873

,8 Assessed, the en^ageiMflnts being made with the heads of the villages 18,23,556
43 The revenue collected by diyi.sio?i and appraisement of the crop . . 89,44,658

Total Estimate of Land Revenue 1,33,18,087

D urin g the winter o f 1847 a general raoTiey assessment was eotnmenced o f all tbe dis­
tricts immediately under the Durbar. D uring that season it
Summary settlement of the reveuue
was completed in the four Doabs and Hazara, and some por­
under the Regency.
tion o f Peshawnr. There was no survey or measurement.
The officers entrusted with this duty were aided b y the production o f Durbar accounts o f past
collections, and by the ]<>eal knowledge o f the Kardars. But the jjapers did not furnish a clue
to all the additional items which may have been levied. Our offi L-s took rapid tpurs through
the districts about to be assessed, thus gaining 9- general idea o f th country and ihe condition
of the people. Filially, they assembled at central spots, the h( idmen and aciountants o f
villages, and tested the accuracy o f the Durbar returus by their a ounts. The myments o f
3, 5, and 10 years were assumed as data for the new 3>ssessment; ut the calcula tions formed
on this basis were modified by the general aspect and condition o f each district.

268. The effect o f a very large and sudden increase o f production, even where prices do
, not full in a greater ratio, must have a tendency to derange
DeranffeiTiGiit of taxation from suu- ^ i. i r• ii • • i i m ®
den increase of production. *«oney assessments, Rich and h ighly irrigated soils pro.
dnce no more in a favourable season than in one o f actual
drought. In the great famines of 1834» and 1838 tbe agriculturists in the villages along the
canal o f the Delhi territory made enormous profits. 'J'heir produce in a year when grain was
selling at 7 seers fo:- the rupee, was equal to what their lands yielded; when it averaged
30 seers, and the revenue paid by them was the same. Exactly the reverse has occurred in the
Punjab. V illages with great capabilities o f soil and irrigation are proportionately highly
assessed; and with the average amount o f produce, prices have fallen a halt. To these villages
a season o f abundance and low prices is manifestly an evil.

270. The cry of over-a.ssessment has been very general throughout the country, but more
particularly so in the llawal Pindi and Jhelum districts o f the
liclicf ordered wherever di.stress
proved to exist. Sind Saugor Doab, Dera Ghazi Khan beyond the Indus, and in
M ooltan. There has been a very general demand am ong the
agriculturists for a return to grain payments, to a division or appraisement of the cro|>s, every
season. The Board have resisted this call, but have directed the suspension o f revenue
wherever it appeared desirable, and have urged on local ollicers the necessity for a new
setllemont where the old one hat] expired, or the currcnt one was manifestly excessive. The
reduction and equalisation o f revenue, it is hoj>ed, will afford the necessary relief.

M is c e lla n e o u s E x tra cts fr o m A d m in is tr a tio n P v E P ort f o r 1849-50.

(ianff robhery is associated with historical remonnbrancos. Capital punishnioat was
awarded to it. Many o f the great thoroughfares [jas.sed through desolate localities.
 7
Infanlichle.— Bedis practised infanticide, also some of the M ussulman sects and some sub­
divisions o f Kliatris, but not Punjab Rajputs.

Influential classes have been partially thrown out from em ploy, but the public works have
given occupation to the class which is most inclined to petty crim es.

Slavery in the Pan jab was domestic. ^

Adultery was regarded with great vindictiveness, and therefore the Board made it criminal,
to avoid worse crimes.
Forgery has been increased by the investigation o f titles and rights, and perju ry by the
establishment o f Couvts,
Vnloi^. fiseai an(t Judicial in the same officer conferred benefit upon the landed eom m u-
nity.
Justice should be dealt without intricacies, and pleaders should not be encouraged.

Board do not believe that our system should ev'er be successful.

Seikh G overnm ent levied half o f land produce, sometimes 60 per cent., but not often. Fifteen
per cent, must be deducted for fraud. The practice was from tw o-fifths to one-third o f the
gross produce, wherever Seiklis had fu lly conquered and land was fairly cultivated. In some
districts Governm ent share never exceeded one-third, and the average was one-third, one-fourth,
one-fifth, and one-eighth.
Collection was sometimes ia m oney in Seikh times.
Dena N ath ’s assessment was as follow s :
Farmed out to Kardars 25 lakhs.
E ngagem ent with heads o f village^) 18 lakhs.
Revenue by division o f crops 98 lakhs.

British Govei-nment reduced the revenue, throughout, below the assessment o f Dena N ath
from 24 to 19 lakhs.

The first year Government coWected 98 Hkhs against 18S lakks o£ DenaNatbi.
A rm y cost 65 lakhs.

Occupancy and conquest were declared the real titles in land. O ccupancy was rarely
referred to any distant perio4,

Under Seikhs, tenants displaQed the descendants o f ancient propi*ietors whose rights were
limited to one seer in a maundt

Hindus had chiefly coparcenary communities.

H ereditary cHltiv^tor almost undisfcinguishable from proprietor, except that he cannot sink
wells and sell the land, but he can sub-rent it. Free tenui’es by jaghirdars and other
privileged classes.

Suit was prejudicial io the revenue, but not to the consumers. Duties were abolished on
2T articles.

Q u o t a t io n s from the A d 3i i n i s t r a t i o n R epoet , P u n ja b , fob, t h e Y eaes

1851-52 AND 1852-53.

g50. D om estic raovality in the Punjab is somewhat lo w ; indeed many customs sanc-
DoTuestiemovaHty In the Punjab. enforced previous to British rule had a sure ten­
dency to make it so. A m on g many classes with some preten­
sion to respectability, and more or less throughout the province generally, especially in tJie h ill
districts, Iheve prevails a system o f exchanging girls, which (aggravated by the intrigues
o f professional agents who earn a livelihood by the traffic) ultim ately produces the most
viciou. .yst^m of hotrotUU. mischievous effects. These exchanges, concerning as they do
many ramilies ana in voivm g m any couples, and thus rami­
fy in g into a great variety o f complications present the strongest temptations to fraud, cause
women to be regarded as negotiable commodities, and are in fact quite as objectionable as
regular money sales,

251. A m on g other classes, again, the indirect g iv in g and receiving o f valuable considera-
Pe,m,i.r, co,,.UWIc„. f '" " o ' cnsl.) on Mcount of
betrothals introduce dishonest deahng and sordid mendacity
into these transactions, which o f all others should, it' possible, be kept free from such taint.
E x t ra d fro m para 8 5 0 .— They enquired into, or otiiervvise disposed o f, at least 80,000
petty rent-i‘ree tenures.
 A d m in is t r a t io n E eport, 1856-57 and 1857-58.
S ection III.
E du catio n .

47. Tlie last Eejwrt meutioned the inauguration into the Panjab of the new system of
national education prescribed for all liidia by the Home aiuthorities. The present Report will
describe the first two \ears of progress with, that system, that is, the years 1856-57 and 1857-
58. ,
4S. During- 1S56-57 the machinery of the Department was organised; a Director General
^ , , Avas appointed on a salary of Rs. 1,200. per mensem: two
Supervisuig estabhsliiucut. _ -n i £ xi. ‘ i. i i. •
Inspectors on Rs. 600 each tor the eastern and western cir­
cles I’espeetively ; 11 Deputy Inspectors, each to receive a salary from Rs. 80 to 150 per men­
sem, and to supervise two or more districts; and 17 Sub-DepUty Inspectors on salaries of Rs.
20 to 60, each district being dividedinto three or four tehsils or su,b-divisioas for administra­
tive purposes. A Government school at the head-quarters of each tehsil was esrablished;
some 107 schools w'ere thus founded. The principle of arranging with the landholders to pay
for education a sum calculated at one per cent, on the assiessed land tax was carried out every­
where in the Panjab (save in Leia and Huzara) without any objection being raised by the
people j some Rs, 1,38,000 w'ere collected on this account, and 4f56 village schools were estab­
lished from this resource. Each of these schools is placed in a centrical position, so as to be
accessible to the children of three or four villages. Grants-in-
Educational procee mgs lu i8o • amount of Rs. 6,970, were accepted on behalf of
57.
Mission schools in various parts of the ranjab. One nor­
mal school w'as established; some four Government schools, previously existing, were taken by
the new Department, and statistics of the indigenous education throughout the’ province
were collected. Such was the commencement made during the first year.
49. The second year, 1857-58, had scarcely commenced when the disturbances in Hindus­
tan broke out with fnry, and excitement arose more or less
Education not offc'cted bv the
troubles of 1857. thronghout the Panjab. Tlie educational officers then resi;lved
not to attempt the establishment of fresh village schools
until the crisis should pass over, but to concentrate all efforts for the maintenance of the
Government schools set on foot during the past year. The hope which had been entertained
6f~establishing many hundreds of additional schools was thus deferred for some months, ; but
the attendance at the Government schools Was kept up undiminished. During the first;
qaarter—May. June, and July 1857,—the first three months of the trouble, there was actually
a slight increase over the attendance of the preceding peaceful quarter. During the next
quarter of August, Se])tember, and October,—three months of awfuV crisis, when the fate of the
Panjab really trembled in the balance,—there was a diminution of only 97 pupils on the aggre­
gate of 4,900, whicli, in fact, is no perceptible diminution at all. Even in the Cis-Sutlej
States, which w'ere disturl)ed extensively, the Government schools did not suffey. -At Rawal
Pindee only, near the Indus, were there any symptoms manifested of religious bigotry agaiiist
the educatronal arrangements. In all other places, even on the fanatical frontier, there
no suspicion or prejudice raised on account of the schools. By November the crisis was
])ast, and the esttt\bUshing of additional villtige schools was immediately taken in hand.
Ececnt Wogress Nearly 700 new ones were founded by end of December.
During the two last quarters of the year perfect quiet
has succeeded to ''excitement; consequently the system, laboriously sustained during a time
of trouble, has since been expanded; the attendance at Government schools has increased
month by month, the style of education has been improved, and the village schools extended.
50. .The educational system thus started is, of course, still in robust infancy, and a
brief notice of some educational expenditure of its leading feiatures will suffice at present.
51. The expenditure for the two years may be thus set
Educational expenditure.
down—

1856 67. 1867-08.

Rs. £ Es. £

Expenditure by Government . . . . . . . . 1,05,392 = 10.539 1,44,868 = 14,487

K,\i>ended from the one per ceut. fund collected from land-holders 23,472 = 2,347 ; 82,263 = 8,226

T otal 1,28,864 = 12,886 2,27,131 = 22,713

The actual collectionsfor the one per cent, fund were : in 1856-57, Rs. 1,38,044, or
£13,804 ; in 1857-58,Rs. l,f^l,544, or £15,154; so that there is a large unexpended balance
at credit of the fund. In round numbers, the educational income may be set down at
three lakhs of rupees, or £30,000 per annum, of which half
Numljcrs of schools and scholars.
is paid by Goverpment, and half contributed by the people.
 9

The immber o£ schools tfnd scholars for the two years arc ; ~

1958-57. i 1S57-5S.

!
i Sehoois. Piiliiis. ! Sehools. j Pupils.
i
I
Govcrninent “ ttlisil schools” i07 6,919 110 6.953
Special institutions 15 2.254 IG 1,711
One piT cent, village schools 456 6,064 r,336 12.024
Indigenous .sohools . 5,024 30,196 3,461 26,317

T otal 5,602 45,433 4,923 46,008

In round numbers, then, we have ‘-omething^ less than 50.000 boys umler instruction,
which number gives the proportion o£ 1 pupil to of the school-going popiihition. The
numbei- of pupils may appear small to a populatiou of 13 millious; but a coudiderable
increase may be expected yearly, cspccially in the village schools.
52. In the Government schools the education consists only of the rudiments of history,
. - VI .. . 1 geography, arithmetic, and grammar. But even this muchp
Chiiriictenstic? of Government schools. ? ' „ , i r a : li. i - - i
. 16 imparted With duhculty, anti a vast stride in adv'auoe of
the. wretched education which previously existed. The class system, which isi the distiiiguisli-
ing.mark between European and Native uKitliod of teaching, is enforced. The Urdu language;
with the Persian character, is used in the (jovernment scliools. The pupils are more than one-
half Hindus. The remainder are mainly ^'Inhaniriiadans. Seikh pupils are not numerous. I'he
pupils belong chiefly to the uon-agricultural classes. There are even female schools—all
]\iuhanimadaris. There is, of course, a great dearth of qualified teachers ; but a normals chool has
been established at Lahore with forty pupils, and another has been commenced at llawal-Pindoe.
Those teachers, previously in ofTice, who may be found deficient, are rc(iuired to quality at
these institutions. The higher kinds of Government schools have yet to be founded, and the
Lahore College is postponed till the general system shall be move ;\dvauceil. A ilepot for
school books has been set up,and during IS.9 7-5S some 1-1-, 130 little books were sold to the
people for about Rs. 3,000, or £300.
In conclusion it may be said that the fact that popular education did not fall off during
a season of danger, trouble, and e.'ccitemeut, ;.;oes far to prove that tlirough it all the people
preserved an even mind, and that British rule still kept a hold upon its subjects.

A dministiiation R eport, 1858-59.

S k c t io x III.
E d u c a t i o Jj

31. In this department much must depend on the normal schools at Lahore and Rawal-
Pindee, and llie one more reeeully established at Delhi. At
i orm.i »c 00 s. these institution^: are trained the teachers for what may be
called the country and parochial schools. jAIany of the»e teaehcrs: are unqualilicnl for their duties,
and their acquirements, therefm-e, are tested by their being obliged to go through a certain
course of training previous to being continued as Government teachers.
33. The principal zillah or country schot>1s arc at Umritsur, Fero/.cpore, Simla, and
, j Gujerat. In additiv n, a school at Delhi, formerly known as
IS nc . c o o . . Delhi College, and maintained by a be({uest made by the
late Nawab Fazl Ali, has lately been est ablished. The course of stmly at those superior schools
may be pursued through the medium of the Knglish or the vernacular langnages, at the option
of the pupils. It coinprise^:history, gcogranhy, and mathematics, togetlu r with the rudiments
of science and natural philosophy; and is similar to that required from candidates for entrance
into the Calcutta University.
33. Inferior to these arc, three .clas.?es of schools, m which the medium of inst ruction is
TeWl cbools the vernacular only. These are the (Jovernment tclisil sebools^,
. tlie village schools, maintaiui’d by the cess of one per cent.
Village schools. on the iand-revenne, and the indigenous sehot>ls, which arc
independent of Government coii4roIj unless sup]>orted by
Indi-'onotis #cluH<k. granls-in-aid. In the last-mentioned cl-iss the plan of
stu<!y is purely uative> and the lustru('ti*>n generally rude and
vieiou.^. l?ut the machinery of tlie Jidueational l)ei>artnient is s\stoiuatically employed iu
the 'neation and improveitient,of the “ tebsiP^ and one {>er cent.” village scbopls,
‘ ‘ Aw>. VI, 3
 10

As regards the Panjab Provinces, exclusive of the Delhi territory (where the organisation
Proffress.
is still incomplete), the following figuies will exhibit the pro­
gress made during the past year:—

1857-59. 1838-59.

Sdiools. Pupils. Schools. Pupils.

Government tehsil scliools 110 6,953 116 8,812

One per cent. villa>jc scbools 1,336 12,024 1,841. 24,072
Indigenous scbools . 3,461 26,317 6,173 32,023

Totai 4,923 47,008 8,193 64,907

In the Delhi territory the number of pupils in the schools under Government control
is reported to be about 3,500, but the next returns will probably show a large increase. It will
be observed that whilst there has been a slight increase in the number of pnpils at the tehsil
schools, the attendance at the one per cent, schools has been doubled. Still the latter are far
Cbamctoot vill»ees.l.ooK from beii.gr in a satisfactory condition Until lately msny
have been connned to mosques, and have been mere seminaries
for the propagation of Islamism. Many of the teachers are ill-paid and incompetent, and it
will take time to mature the reforms which are indispensable. There has been no opposition on
the part of the people to the spi’ead of education. In some instances it has been eagerly
sought, though generally its progress is suffered with the apathy of ignorance.
34-. During the past year the Local Govei*nment has enjoined upon the divisional and
..... ,• ^ i! I 1 district, authorities
Visitation ami mspcction ot scuooK ,, ,
a more active visitation
i
and inspection of
the schools, which are certain to di'aw encouragement from
their influence.
(,'ost of etlucation. 35. The expenditure for 1858-59 is as follows
Rs.
Expended by Government . 1 ,6 9 ,1 0 0
Expended from the one per cent, fund 1,16,691

TO T A t. . 2 3 5 ,7 9 1

Of the Government expenditure, Us. 8,051 went in grants-in-aid of Mission schools

. , ,
Mission schools.
whichare usually in a veryj ^efficient state.
36. Books to the number of nearly 40,0( 0^ realising^
some Rs. 6,100, have been sold. About the pame sum is to b&
Books.
devoted to the gratuitous distribution of books.
Feninle edacation. 37. Female education has yet scarcely began in these pro­
vinces.
38. The Department has recently sustained a severe loss by the death of the Director
Mr. W. D. Arnold, under whom it was first organised, and
Mr. Arnold. from whose ability and character its future development
might have been confidently expected.

A d m in is t r a t io n R eport, 1859-60.
S e c tio n III.
E ducation .

55. It was intimated last year that the Lieutenant-Goveraor was not satisfied with
the working of the Educational Department in these nro
O rganic defccts in prcvioiis system. -yinces.

Organic dcfects existed, which neutralised the exertions of the superintending ofiicers-
Keports°on the subject were accordingly called for, as well from the Civil authorities, as the
departmental funtionaries. A very elaborate commentary on the past operations and their
tendency was also submitted by Mr. Roberts, the Officiating Financial Commissioner, under
whose general control, up to that time, they had been carried on. In the several accounts sulv
mitted there was a very general agreement as to the unsatisfactory results of the efforts which
had 'ocen made, during the three years foregoing, to diffuse education amongst the people.
Those efforts had been vigorous and comprehensive. But in the endeavours to establish a
uniform system and a pervading machinery, sufficient regard had not been had to the means,
without wiiieh these could not be successful. After a careful review of the information
 11
collected, the Lieutenant-Govenior was inclined to trace the aoknowledg«d impvrfaeiimks of
the system mainly to the foUowing causes
i«<.—The inferiority of the native superintendents.' Tkene wtre Mostly fu m
Their causes. Hindustan. A similar class has not yet Mriseo in the Pan­
jab, and only third-rate men found it worth while to take
Jnferiority of the native saperiatead- service so far from their houses. Notwithstanding which
** the supervision of the tahsili and village schools was com­
mitted to these incompetent men in pi*eference to delaying- the operations;
-The excessive extent of the circles superintended by the European Inspectors.
Each included some 600 schools, which the Inspector was sup]:x)sed to visit and examine yearly.
In each division was a Native Deputy Inspector, and in each district a Sub-Deputy Inspector,
whose reports and accounts came before tho European Inspector, and took up a great part
of his time. It was physically impossible for him to exert that searching control, and initiate
that wholesome impulse, without wbich the whole machinery became inactive and mischievous.
3rd.—The dissociation of the Educational Department from the Civil authorities. The
people seldom bestir themselves, even in matters of which they approve, without an impulse
from above, whilst they will often strenuously exert themselves to accomplish the purposes
of the powers that be. Now, although individuals amongst them occasionally display an
extraoi-dinary desire for learning in general, as might be expected amongst an un^ucated
people—there is very great apathy on the subject. It is true that the Department is a State
institution, but the people are accustomed to learn the will of the Government through the
district ofiieer, whom alone they regard as its representative. And they inferred that the
spread of education was a secondary matter, because be had nothing to do with it.
4/A.— The incapacity of the schoolmasters. For the tehsili schools only inferior men
from HinduHtm were procurable. The village schools were taught by the old maste s, who
were loath and incompetent to enforce the new-fangled curriculum of study. It toould hape
hern b^ter tiete loiUagt schools not been interfered with, until fit masters had been trained
for them in the normal schools.
56. Such were the leading defects ascertained to exist. The following are the measures,
devised by the Lieutenant-Governor for their correction. They came into operation at the
oommencement of the current oEBcial year
»The Native Deputy Inspectors and Sub-Deputy Inspectors—many of them foreign-
l « n dismissed with gratuities, and their appoint-
ments abrogated. Such as are lit will probably obtain em­
ployment as schoolmasters. By their dismissal, considerable funds become capable of more
advantageous appropriation.
The general superintendence of the vernacular schools, tehsili and village, has
been transferred to the district officers.
Brdly.— The expense of the tehsili schools, heretofore paid from the general revenues
has been transferred to the one per cent. fund.
"Arrangements have been made for increasing the number and efficiency of the
normal schools for training vernacular masters. The character of the education imparted will
greatly depend upou the efficiency of these schoolmasters.
Qthly.— A commencement has been made in the establishment of high schools at the chief
towns of the principal districts, where the study of English may be pursued under competent
masters, without excluding vernacular instruction. The saving effected b^ the dismissal of the
Native Superintendents, and by defraying the expense of the tehsili schools from the one per
cent, fund, will be devoted to the improvement and multiplication of these superior schools.
6thly.-—The aid given to good private institutions for secular instruction, whether under
the direction of Missionaries or not, has been increased in amount.
^tf|,ly.— The Director of Public Instruction has been placed in direct communication with
the Local Government.
67. These measures have been at work for too short a time as yet to render their effects
a p p a r e n t , b u t there is every reason to anticipate, from their
imticipated from i n t r o d u c t i o n , a great improvement in the character of theedu*
® cational institutions, and an increase to theii^-popularity.
58. A rapid review of the progress of the Department
Review of the past year*. openit.ona.

59. In consequence of the discovery of serious irregularities in the management of his

offiice, it became necessary to remove the Inspector of the Rawal-Pindee Circle.
60. In the attendance at the four principal zillah schools
zaiah schools. ygjj ^ 7 2 3 .

61. At the 140 tehsili schools the number of pupils was

Tehsili schoda. 10,:i53, beiug an increase of J,200 on the former year.
62. The number of one per cent, village schools decreased from 2,029 to 1,70-A ; but in
the average daily attendance, amounting to 27,204,^ there was
VtUage school*. ^ slight improvement.
 12
83. At private institutions the attendance rose from 1,025
Prirate iotitatloos.
to 1,424.
64. Ensrlish students increased from 860 to 1,725.
, .... ^ V.. u-j65. Six additional normal schecla for the tramingof ver-
iddlt.on.1 n.rm.1 established m i the .tadents incveased
from 76 to 792.
66. The money granted in aid of private institutiond was
Orants-iu-nid iucreased.
augmented from Rs. 6,812 to Rs. 8,900.
67. The number of pupils at indigenous schools exempt
Indigenoas schools. Government instruction is stated at 63,090 j but it is
admitted that the returns are doubtful.
68. Excluding these, therefore, the following figures will
aiidXiT**^afctouda^&™*”'^ stodenu comparatively with the preceding year, the aggregate
an HIy a ti nee. number of students :—

Average
Tiax. HiBdns. 1 Uahomedani. Others. ToVAb. daily
sttendanot.

1858.59 21,668 13,521 2,780 87,954 84.713

1859-60 24,498 17,016 4,177 45,686 42,888

69. The total expenditure from all sources has been a little short of lakhs, as will be
seea from the following figures ;—
E«. A. P.
Cost of supervising csta b lislu n e D t..................................................... 93,643 10 6
Cost of Government schools .....................................................65,621 8 3
Schools in receipt of aid ................................... ........ * * * 26,861 6 9
Coat of Qu« per cent, schools . • • — *- . • ♦ ♦ 1,66,448 5 1

W ai . . . . . 8,42,468 9 7

The amount contributed by the State was Bs> 1,62,622*8-6, and of this Rs. 68,978 were
spent on schools, not on provision.
70. The number of books sold increased from 29,579 to
iBook department. 5 b 2 'i5 .

71. There are only two schools at present in which the range of instruction is sufficiently
extensive to qualify students for the University examination.
Kormal schools. Umritsur.

The Delhi school is supported by a beqnest of Nawab Kazl All. There are eight classes,
and in all but one English is taught as well as the vemacu>
lar. The subjects are Enjjlish’reading and translation, his­
tory, geography, arithmetic, natural philosophy, Euclid, and Algebra. But the Inspector com­
plains that the knowledge of the boys is, too generally, superficial. He has endeavoured to
introduce a better system, by appointing fixed hours for the study of each subject, and by
payino- some of the students to act as teachers. Two peculiarities are noted: thepupih greatly
ditlike heing niade to study their own language at well as English, and they all desire to begin
geometry before they have mastered arithmetic. Altogether there are 284 stutents. Two
scholarships have lately been founded by native gentlemen.
72. At the Umritsur school there are 219 names on the register. Of these students,
only 43 leam English. Classes in which Gurmukhi and Sans-
At Dmritsnr. were taught, and which have hitherto been largely attemi-
ed have teetnily been alolished. The sei-vices of an English head-master have now been pro­
cured- and the appropriation of State funds has been enlarged. There is also a good Missionary
school at Umritsur, but it is found that in laiige towns there is room for both.
73. Onthe-visit of the Governor General to Lahore, the Sirdars made an express tf-quest
that a college might he fotinded at Lahore. The Lieutenant
Establishment of a first class school Governor therefore took immediate measures for the creation
* t L a h o r e a s a nucleus for a college. ^ first class school. At Lahore and in its neighbourhood
many o f the chiefs andcourtiers of the Seikh monarchy reside. They retain all their arittoeratic
exclusiveness, whilst they are sufficiently alive to the exigencies o f thefuture to desire edneationfor
their sons. To meet their wishes^ two departments have been made
Two depBrtmv»i»*am^ for the up- school. Info the higher, none but the sons or persons who
per(Tand lower cif#w3. eligible for the Governor Generates Durbar are admissible ;
in the lotMr there is no distinction o f rank. This arrangement is e x tr M y agreeable to the upper
class and mthmt it they would not have sent their sons ; as tt ts, there are now about 60 boy*
i» the higher department, and 140 altogether. The change whush may be hopedfo r in tie Seikh
 18
arutocracy may be measured by the fact that Runjeet Singh used to keep his royal accounts
_ onationnndtuiU
D .oncfee*1
leT•ied
j. j , cutting'
- notches on
£ a rstick.l In this
j i school
- u i an entrance
j
donation and tuition tees have been made leviable, these dues
will generally be collected in Government schools for the future.
„ , , , 74. With the Director of Public Instruction in direct com-
reK munication with Government; with the attention of the In­
spectors concentrated on the development of the higher class
of schools, on the dissemination of European learning, on the training of vernacular school
masters, and on the provision of suitable books ; with the urban and village vernacular schools
under the inspection and encoiy'agement of the District Officers and their subordinates, acting
in communication with the departmental officers; with the elevation and increase of high
schools and training institutions, and the new impulse given to private seminaries; with the
facilities for education afforded to the higher classes; the Lieutenant-Governor indulges in the
hope that, in the present year, the diffusion both of western science and of vernacular rudi-
meutul instruction, may be permanently promoted.

A d m in is t r a t io n R eport for 1860-61.

S e c t io n III.
E ducation .

68. In the last report tbe causes which led to the superintendence of the tahsiliand villas^
, ,, • , . j i vernacular schools being imposed on the district officers, whibt
tclmiigw explained as direction of the training schools for vernacular teachers,
and of the zillah anglo-vernacular schools was reserved to the
Jngpectors of Public Instruction, were explained at length. The results by which, during the
past year, the change has been followed, will now be briefly noted.
69. Several circumstances combined have tended to diminish the attendance in the vema-
n ^ diniimsnea
Caase* of C ' attenaance.
l l a r , , schools.
, The famine,
i and the dearness of provisions
would, at any time, have had this effect; but during the past
year, the levy of tuition fees has been strictly enforced, and the expenses of living ana education
have thus simultaneously increased new rules; striking off from the register the names of sch o­
lars absent for a certain period, have also been introduced. Many of the best tethers have
been temjporarily withdrawn from their own schoolsjo pass through a course of instruction in
training institutions, and some of the tahsili have become zillah schools. ^
70. Under these circumstances it is not surprising to find that the number of pnpils at the
vernacular schools is less than at the end of 1B59^6C. There
^ tahsili schools, with 6,487
instead of 10>353 scholars, and an average daily attendance of
4,564 instead of 7,836.
71. The village schools, also, have been reduced from 1,704 to 1,686, the number of scho*
^ ^ , lars has fallen from 87,000 to 88,166, and the daily attendance
daSr M,H67.
72. It is believed, however, that the decline of these sch
Ezpeetod impioTement. Will not long endure. The causes from which it has occurred
are, for the mo&t part, fortuitous; and, in more prosperous
years the attendance may be expected to increase, under a stricter system, and improved
tuition.
73. The management of the civil authorities has been found to be defective in one respect.
Many of the tahsildars are not competent to conduct any
Ineompetenc; of tabaildai« to roper*
viae, and apj^intment of a qualified searching examination even of these elementary schools. A
qualiiied native drawing a salary (varying with the number of
sdMX>ls) and trayelling allowance, nas, therefore, been placed at the disposal of each district
officer, for the purpose of supervising the educational details of the schools, in-a n:anner less
sap«rfioiid thui Uiat in which l^e visitation of the tahsUdar is necessarily conducted.
74. No more elaborate inspection u as yet required, nor would it repay tne cost.
In gen m l these schools are in the lowest stage ot development. To expend large sums on their
supervision before infusing some principle of improvement would be useless. The true means
of mifolding their powers must be inward, not external, and cmi be attained only by educating
. . the teachers. But the work is one of time. The incumbent
tJ lS ffiffi teachers cannot be set aside without alienating the people. They
are averse, too, to .quit tiieir homes for any length of time, and
ithaa been found neoetsary to limit their first attenunoe at the normal ■chool to six months.
But it has been proved that this training, slight as it must be, is sufficient to create a marked
dilEnenoe m the management of village schools. The trained master, thoi^h he may not much
inoiMM his knowledge, acquires a lietter method of communicating it, and a clearer idea of his
owv deficiencies.
A».-VI.
 14
75. The Normal schuols are eight in number, and are placed at Delhi, Umballa, Jullunder,
Lahore, Mooltan, Rawal-Pindee, Dehra Ismael Khan and
Normal Schools. PeshawuT. The number of teachers receiving instruction in­
creased during the year from 825 to 431, and the daily attendance from *^92 to 352. Of
the teachers, 334 were Muhammadane, and only 111 Hindus. Altogether 273 received certificates
of proficiency.
A manual of directions has been furnished to the teachers in training, relating to their at­
tendance, conduct, and studies. No striking improvement in vernacular education can be
looked for until the present generation of teachers has passed away. In the meantime the vain
fears of the people on the subject are being rapidly dispersed.
76. In accordance with the scheme initiated in 1859-60, the number of superior zilla
schools has been raised from 6 to 20; and the number of
Schooia. inferior, reduced from 6 to S. The number of scholars at the
close of the year was 2,309, and the average daily attendance throughout the twelvemonth
2,018.
77. The following extract from the Report of the Director of Public Instnictien for
1860-61 will explain the general character of these important schools
" ITie curriculum for zilla schools has been framed on the basis of that adopted after long
experience in the school classes of the Government colleges and high schools of the North-
Western Provinces. The main principles observed in it are that classification must depend on the
English attainments of pupils. Nothing but confusion and failure results fcdm attempting to
preserve a separate classification for English and vernacular studies. Distinct departments in each
language, with the boys arranged in classes according to their attainments in each, was tried
for many years j but, with the concurrence of every educational officer of expemnoe, that
system has been superseded of late years by that which I have adopted. It wiU be some time
before it can work smoothly, for many boys who ai« now mere beginners* of the English
language, have made considerable progress in the vernacular, by the new claanfication
being in a lower class, are required to r ^ very simple Urdu woi^s.
“ These, however, they can master very quickly, and Wapplying the spare hours of their*
vernacular studies to pushing on in English, they will be aWe to qualify themselves before their
class-feUovre for promotion to a higher class. The gc^ ^ r Intelligenoe, too, they have gainod
by their vernacular studies will assist them considei^bly in <K>nquering the difficulties of
English, so that their rise will doubtless be rapid, until they reach the class for which they are
fitted both by their acquirements in English and in the vernacular.
Another principle is that English shall be taught simply as a language during the first
few years of a boy’s education. General knowledge he must acquire through the medium of
bis own tongue until he is sufficiently conversant with English to understand an English work
on any subject like arithmetic, history, or geography with tolerable ease. Having acquired
some proficiency in these subjects by his previous course of reading, he wiU in the l^her
classes be able to revise his knowledge with the aid of more advanced English treatises.
The curriculum being designed theoretically for boys who are supposed to have no
knowledge either of English or the vernacular on entering a Government school, the greater
time in the lower classes is prescribed for the study of the latter, which is of the first import­
ance Practically, most boys entering zilla schools have some knowledge of their own tongue,
and so more time can be given by them to the acquisition of English. As the pupil advances
to the upper classes, the time for studying English is gradually increased^ and that allowed for
the vernacular appears I'ather short in consequence,—-it must be remembered that a pupil of that
standing has acquired such a mastery of his own language as to be able to carry on-his verna­
cular studies, to a great extent out of school hours, and almost without the aid of a master.
The object aimed at in this curriculum is to educate a pupil up to the standard of the
Calcutta University, and all the studies lead gradually up to that point.
“ For this purpose the text books in the first or highest vernacular class will be those or­
dained by the University for candidates for matriculation at the next December's matricula­
tion.”
78. The progress of the zillah schools has been retarded
schools, whj difficulty experienced in procuring efficient English
masters, and a supply of the requisite books.
79. The following description of the Delhi zillah school which is one of the best, will
lu- » ii 1- ..1. , » ci®ar idea of the actual condition of these institotaons
at the present time >—
The numW of scholara has increased from 277 to 434 at the close of the p^ear; the
average daily attendance from to 339. No less than 2^9 boys are learning English. Hie
number of Hindus is greatly is excess of Muhammadans, there j^ing 324 of thefonnerand 17
of ths latter. I held a verr strict examination of this Ichool in December last, chiefly by
written jMpers, and was well satif^fied bv the progress of ^ e classes, since the previotu annual
examinatioii. Lalla Ramcbundro, the liead master, had evidently exerted himself to improve
the iostittttiov, and bad bem ably ansii^ted by Waair Ali, and the rest of his edacatiotti|l staff.
At the MiM time, many de&ets were brot^ht to light, whidi the masters are now endeayouri^
to rectify. Tnuudatioa aiMl composition in English were fo«nd, as might hav^ IxMir eitiectt^,
 15
the weakest point in the study of tbe npper classes. The lower classes struck me as very pro­
mising indeed. Great attention had Win paid to English writing, and marked improvement
in this respect was visible. The English pronunciation of the pupils struck His Honour i1m»
Lieutenant-Governor as decidedly faulty, when he briefly inspected the institution in February
last. The public distribution of prizes and scholarships took ph>ce in the middle of March,
and owing to circumstances, was not so well attended as it usually has been. The native
gentlemen who gave scholarships last year continue them for this, and another was added.’'
80. Hie Lahore zilJah Pchool, in which there is a class
Satisfactory progress of the Lahore exclusively for the sons of the native chiefs and gentry, haB
sillah school.
made satisfactory progre8S uiider Mr. Beddy, the head master.
IQllab schools Gstal^lishod in certuia 81. Ziliah schools in various stages of advancement arc
districts.
now established at tlie following places
U m bala C ircle ,- —Delhi, Goorgaon, Ferozepore, Thanesur, Simla, Rohtuck, Hissar,
Jhujjur, and Kurnal.
There are also excellent anglo-vernacular schools under the direction of missionaries at
Delhi, Umballa and Loodhiana.
L ah ob k C ibclb .— Kahon, Hoshiarpore, Umritsur, Bnttala, Lahore, Goojranwalla, Mooltan,
Jhung and Sealkot.
84. In this circle also are very good missionary schools. That at Lahore, under the able
and experienced superintendence of the Revd. Mr. Forman, is considered the best in the Panjab
Provinces. The others are at Umritsur, Mooltan and Sealkot.
R awuL'Pindbb CiRCLB.— Goojrat, Shahpore, Jhelum, Dera Ghazee Khan and Abottabad.
83. There is also a missionary school at Rawul>Pindee, and a smaller one at Khairabad,
ou 1 attended chiefly by the sepoys of the 24th Punjab Infantry,
Missonary. cols. which is composed of Muxhubee Seikhs. The school at
Peshawar, under the dii-ection of the Reverend J, McCarthy, is, with reference to the character
of the population, a remarkable institution. It contains 136 boys, and there is a branch school
in the cantonments which contains 45. It is a promising sign that some of the Muhammadan
Khans of the frontier have sent their sons to this school.
84. During the year many zilla and village school-houses
School honsea.
have been erected.
85. The sums granted in aid of missionary and pri^-ute
Grants*in>aid to missionary and pri­ institutions amount to Rs, ^,337 per mensem, or Rs. 8,800 per
vate schools.
annum.
86. There are now schools for females, pontaining 818 girls, with an average daily
Girls' Schtmh), attendance of 671; of these schools, 89 are in the Jullundhur
District, and have been established through the persona!
influence of Captain Elphinstone, and Deputy Commissioner.
** He commenced by impressing on the people the importance of educating their darghtere
as well as their sons. This being admitted, he encouraged those who showed the greatest
readiness to support his views to open a school, and promised pecuniary aid on the part of Gov»
emment. Several o f the old indigenous tutors^ who tcere in the habit o f teaching the Kornn
rote have been induce^, bf the offer o f regular salaries, to agree that they will give up teaching the
Koran duritff eekool kours and eieadily jmrsue the Government scheme of st%dte%. The attend­
ance has been enlarged by the liberal distribution of books, and presents in cash and clothes.^'
87. The following table Exhibits the cost of the several
Statisties of cost.
cla?ses of schools, and the aggregate expenditure on Education
during the year

Churgesble Coer or JEvuanirB m a c s Pum,

Present Agifreirate to one
namber expendi­ Charf^eable per cent.
Description ot School ture trom to imperial Edaca*
of the Cost to
revenue. tional CC88 Total cost, Total cost, GoT Cost to
Schools. Bonrces. 1869-«0. eniment, (Jovemmciit
fund. 1860-61. mo-60. 180041.

Es. Es. Es. Es. A. P. Es. A, P. Es. A. P. Es. A. P

20 Snperior ziliah schools 65.30f> 43,025 24 14 0 85 6 1 12 1 0 24 5 10

8 Inferior ziliah schools , . 2,610 2,620 s«« 10 5 9 10 0 0
128' Tahsili schools . . . . 85,470 958 82.764 6 14 0 6 7 10 6 '9 0 0 2 9
1686 Village schools . . 1,24778 1,620 1,22,358 4 8 4 4 10 8 0 1 0
88 Femiue schools . . . . 2 605 8 1 11 2 2 0 8 1 11 ...
10 Private schools (suprior) . 86,898 16,820 11 8 0 22 15 8 3 8 0 10 ' C 11
10 „ „ (inferior) . 9 ^ 8.700 ... 22 1 0 25 10 11 7 10 0 8 P 7
8 Normal sciiools . . . 80,996 9,881 20^069 52 8 0 85 3 6 52 3 0 28 1 I
Qencm) establtshment and othnr
char((«» . . . . 1.07,801 67.877 89.624 *.• «»« ...
Excess o£ ov«r dbsirites . 16.688 24M1 18,6»1 ... ...
- ...

418.510 1.48,868 8,29,101 ... ... ... ...

— ..— — !
 16
88. It will be observed that the sum granted by the State has not exceeded £15,000.
But the state of the imperial revennes has not admittwl of a
g J ^ T a ‘S o n S fS »” g “ larjirer grant being made. The total population of the ten
commissionerships of the Panjab Provinces is 14,794,611
souls. If it be assumed that one-eiglith is formed of children of a school-^oing age, then, at
the cheapest rate of education, or Rs. 4-8-0, a sum of Rs. 85,21,967 or £8-)2,196, is required
for the general diffusion of the most elementary learning. It will be long heWe fupds so
larg« can be provided, but with improved finances it is hoped that a lilwml support of the
institutions, which duiing the past year have been placed on firm foundations, will not be
denied by a Government, the safety as well as the duty of which consists in the dissipation of
ignorani« and error.
89^» Copies of the Holy Scriptures in English, the vernacular and romanized Urdu, have
been placed in the libi*aries of all Government schools; and to
^ fiupi/a dninng if, %n4ruciion may be given tie Bible out qf
nkool kourt by ChriHian teaehert, whether Native or Unglieh,

A d h in is te a tio n E epoet fo e 1861-62.

S kction III.
E d u c a t io n .

70. The progress of education !mll be gathered from %

PmgraM o f edaeation.
review of the several classes of schools.
ZiUah schools are 28 in number, 21 of the superior and two of the lower grade. The
. numl>er of students on the rolls has &Uea from 2|800 to
ZDUhMooiik 2,^88, and the average attendance from 2,018 to 1,814.
Bat the students of English have risen from ),52S to 2,016.
Four of these schook have been reduced since last year; the number is now 119. . Not­
withstanding this the students have iooreaied from 6,487
TalutU Mhools.
to 6,166} the average attendance from 4,564 to 6,46i.
Village schools have increased in nnmber from 1,686
'VUltge Mboels.
to 1,750; the students from 82,165 to 88,849; t ^ attend­
ance from 26,867 to 81,016.
Female schools have increased in number from 88 to 52;
Female Mbool*.
the pupils from 812 to 1,812; the average attendaooe from
671 to 1,168.
Normal schools are 8 in number. The average attendance increased from 852 to 877.
, u 1 The preponderance of Muhammadans over Hindus has slightly
*®*‘ diminished, but still remains as 289 to 104. Boring tiie
year 898 teachers obtained certifioates on examination.
Private institutions aided by Government and subject to official inspection are 80 in
X ^ X. II number. The 15 higher class sehooli eontam 2,290 scholars,
average attendance of 1,925; the lower 628,
with an average of 484. The laiw schools under the superintendence of mimonary olergprmen
at Lahore, Peshawur, Umritsar Delhi, Bawal-Pindee and elsewhere, coutribate most efficiimtly
towards the education of the people.
71. In cdl there are1,982 schools either maintained or aided by Government, having
52,480 scholars on their rolls, and an afenge daily attendance
Aggregate mnlti. of 42,192.
72. The aggregate expenditure has amounted to Rs. 6,11,284, of which 1,75,758 are from
^ imperial revenues, Rs. 2,8^976 from the proceeds of the
Bipenditnre on education. educational cess, and the baknce from private sources. A
tabular analysis of the expenditure is subjoined.
COST OF SDUOATINa EACH
PUPIL.

ToTiJLCost. Cost to Gk>TBBv-

Deaoription of lohoob. XBHT.
186041. 188142. 186041. 1861-62.

B1.A.P. BS.A.P. Be. A. P. b«.a. p.

rior) lillaJi . 81 2,148 1,714 81,108 68,688 ^ 1 81 5 1 4ft 11 24 5 10 87 8 6
iOT) „ a 185 100 2,808 2,721 10 5 9 28 0 10 0 0 28 8 ft
lie 6,765 5,453 58.186 1,278 6 7 10 611 0 8 9 0 8 9
vmi«. .* ! 88^ 81,016 137474 8 ^ 1,81W 410 8 4 7 0 10 0 1 0
Feaiue . . i . 1,818 1,168 8»170 t i e 811 0 0 1
Private (naperint) . 10 1 .7 » 1,485 86,760 ie.i80 22 U 8 14 12 10 O i l 18 14 11
(in b ^ ) . . so 1,187 880 88,656 10^8 25 M U 15 14 8 9 7 11 U 8
Normal . . . . 8 40ft 877 8M80 1^867 11,880 8ft f • f7 141» 88 1 1 88M 9
Ctoer^ entabliduiMaia
•ad otiier charges 81,064 60,816 80,848

Totai. 1,98> S8,«W 48.188 M M 84 1,75,758

• Or'tkis Ba. 7 3 ^ M MMtiW tsksttl sad Tilkfs MhMd

 17
Increased appredation of ednoation 7S. There have been some hopeful indications of an increasing^
by natives. appreciation of the advantages of education on the part of
people.
Four candidates educated in the Panjab were successful in passing the entrance examin-
' Cftodidatea for entrance to Calcutta ation for the Calcutta University. In fifteen schools a
Unirersit;. teacher of elementary English is now maintained, partly by
Spread of English langnage in ver* voluntary subscriptions contributed by the students. Adult
naeular schools. classes for tlie study of English have ^ n formed at some
Adnlt classes for study of English. principal stations at the request of the inhabitants, bankers,
traders attending amongst others.
74. In the Umbala circle there was some retrogression, in consequence of the famine and
Review of progress in Umbala sickness, from which the tract suffered severely. The
eircle. attendance at the zillah schools (excepting Delhi) fell from
674 to 44<6. Still the students of English rose from 407 to 458. In 89 tahsili schools the
average attendance fell from 45 to 48 per school. On the other hand, the number of the
village schools increased from 482 to 5b(>, the average daily attendance from 6,647 to 7,408.
The average of each school is 13 students. The increased attendance is very visible in
Goorgaon, Kohtuk, and Sirsa, though these districts all suffered from famine. The education
in these schools is of course very rudimentel. The Inspector, Captain Holroyd, observes :—
** It should be borne in mind that the majority of these schools have not yet been in existence
for four years j that in most cases the village schoolmasters were originally teachers in indi­
genous schools; that they were totally ignorant of cyphering, had never heard of geography,
and bad never seen a map of their own or of any other country; and that they had not the
slightest idea of cultivating the understanding of tlieir pupils, to whom they taught Persian
after the old traditional method."
75. The statistics of the Lahore circle show improvement. In the eight superior zil]ah
. ^ , schools the average attendance rose from 748 to 779, and the
Beview of progress m Lahore circle. learning English from 705 to 899. In the
.tahsili schools the average daily attendance increased from 2,128 to 2,227. In the village
■tdiools the names on the rolls rose from 17,407 to 21,455, and the average daily attendance
liom 15,«0r to 17,280.
7®. A significant incident is mentioned by the Deputy Commissioner of Juliundhur—
- ^ * IT—*____ There is now a school at Kurtarpoor. The late Guru Sadha
Seliool MtabUsh rpoo . gingh had paramount influence there, and objected to a
OoY«nrnment school being established in the town. Since his death the people themselves
kuve <mroe forward and petitioned for one; and there is now a small school of fifty boys, in
younff guru pro/estes to take grea,t intewBt."
77. But the old SeiiA Noblesse are not all oppoaed to education. Sirdar Jhundu Singh of
. . ^^ j Bootalah, in the Goojranwalla District, has procured the found*
SiMh^BoobU^!^ ®school at that place, of which he pays half the
’ ' expense.
78. It is stated that the zemindars complain that when their children learn to read and
M A V write they will not plough but require a servant, and that,
Houn of attendance m. practically, the hours of attendance are limited to three hours
a day.
79. The Inspector was solicited by the teachers and pupilg of one of the indigenous schools
^not in connection with Government) to assist them in study-
GoTenun^mt«m re-actingon in- Arithmetic and Geography. Some of the students of the
digenous schoo . Normal School were accordingly deputed for the purpose. The
circumstance skowe Hat the Government system is causing a re-action on schools not within its
direct influence.
80. In thefour zillahschools of the Rawal-Pindi circle the average attendance declined
1 B- 262 to 288. The uumber of tahsili schools has been
progress in awal-Pm reduced to 37, with an attendance of 1,867, of whom 665
* ■ are agriculturists. The Inspector reports favourably of the
progress of the schools in the frontier district of Bunnoo.
81. The village schools have increased from 840 to 359, the pupils from 6,047 to 7,25S.
Of the district of Dera Gazee Khan it is remarked: ** The
Interwt teken in ed^ation by the increase of 44 village schools is chiefly owing to the great
G^^Khro? ’ interest shown by the Lughari Chief, Jumal Khan, in the cause
of education, as he himself supports the greater number of
pupils attending the school at Choti, a village almost entirely inhabited by Biluchis.
82. Of the female schools 34, attended by
trict™ Jnllundur IMs- Jullundur District. The best of these schools has been
thus reported on by a lady who inspected i t :
** natire lady in charge^ Hymt Bibi, teas greatly deserving o f commendation. She was a
well-mannered, intelli^nt {Mraon, and appoired to have iierfect control over her scholars. Tlie
elder girls read several Persian and Hindustani books, among others the Gulistan. The little
pupils were all clean and well dressed. Most of the scliools have been provided with an
instructress in needle work, and the girls have beg,ui to learn writing. This was au innovation,
*|fu-Vl
 18
the general opinion beings that there might not h« tnuci harm in women learning to read booh^
hut that they could not pouibljf make a good im o f writing ” An instance is mentioned of the
effects of the inspection m ^ e : visits and the little presents 1 made them, seeme4 to
create a gr^t excitement, and immediately after my departure some 30 or 40 girls enrolled
themselves as scholars/*
88. These schools owe their origin to the exertions of Captain Elphinstone, the I^eputy
„ Commissioner. If they shall contribute in any effectual
m t K S . r f f . m T S . c i S r '* " ” ’ degree to diMip»ttthe_c%Uting prejudice against the rfaoa-
tion of girls, their usefulness can hardly be overrated- When
once the social restriction is remov^, it will not be difHcult to direct the oour^ of female
learning.
84. During the year great progress has been made in the erection of sohool-hooses through*
_ . . . . out the province. The supply of books and maps has also
been much increased.
85. Advantage has certainly attended the superintendence exercised ovar the yemaoator
schools by the district authorities. By holding public examin*
Adrontago of planing tehooU ations, and distributing prizes, by ooantehaocing the school.
naste^, and occasionally k e c t il^ the p»|ia. for public .m -
ployment, the civil officers have it in their power to stimalate
the progress of learning. And in several districts the effects of their inftueacc.ave perceptible

EDUCATIONAL EBPOtoS.
No. dated Lahora, the 25th June 1858.
From— Director o f Pnblie Ju^netionp Panjah^
To— HU Financial OommiiiioMir, Panjai.
2. At the close of 1856-57 there wer^ 456 village or 1 per c«nt. schools, attended by
6,064, scholars; at the close of I8»7«58 there are l,i)30 1 per cent, sehools, attended by
scholars. The main efforts of the year have been directed, first, to improving and melnodising
the existing tehsili schools; secondly, to extending the operations of the village schools.
4. Of the 1,336 village schools, 940 are in the 1st circle; of the 12,084 boys attending
/ . . these schools, 9,400 belong to the 1st circle; of these 940
° organUation in the 1st 3 3 3 h a v e been established during the year under
■ review. Nor would there have been anything under ordinary
circumstance to prevent the establishment of a/ar larger number^ of the whole number indeed
which the village school fund is capable of maintaining, of which number we may be considered
as falling short in the let circle by about 600. But I need not say ^hat the circumstances of
the j^ar have been extraordinary. In June 1857 Lieutenant Pas^e very proparly, in my
opinion, and with my full sanction, suspended the development 1of the village school
s;J^stem. Several schools already established, especially in Umbala ana Thaneysar, gave way
and we thought it better to avoid a repetition of failures. Even ^n the Panjab men were
thinking of other things than the establishment of village schools. were always reluctant
to close a school once opened, and this we must have done very frequently had we gone on
opening new schools during thehot season of 1857. Accordingly we \Vaited till the autumn;
soon after the fall of Delhi, the restriction was taken off, and nearly the Igreat majority of 638
village schools established within the year date from that period.
5. We soon found that the schools were outgrowing the means of ii^pection and control.
„ ^^ ^ ^ , Every district has a Sub^Deputy Inspector, but this officer,
Estra u • epu y nspec ors. vvhile managing and inspecting the tahdli schools and collect­
ing data and carrying out orders in connection with the establishment ojf village schools, has
little leisure to inspect the latter class of schools when established. A village school left to
itself is not an institution which we have any great inttreat in maintaining,
6. And in each of these schools the progress so far as it has been made at all, is
, . . genuine. The boys are not reading the| Koran, and they are
Orga.mat.on, 2nd curcle. and Arithmetic.
7. The number remaining to be establlished with reference
« to the present state of income and of sanctioned expenditure
“■ from the village school fund of the circje, may be estimated
at 360.
9. That the establishment of a zillah school was to be larger than thati of a tahsili school,
that the course of instruction was to be higher, and that
^ a l t h o u g h the maht busi>iess o f the eehool alwajf* to be eon-
ducted in and ihrongh the medium of Ura'A, yet in a ZUlak
school English always to be taught as an aeconiplishmnt to those wha \oere willing to pap
for learning it.
 10

11. It is easier to establish a new than to improve ,an old school. Improvement of
existing schools is not a faelf easily ascertained or established.
quriiS^oTh)sL*S. Examination marks do n(^t prove much. Examination papers
» ' arc too voluminous evidence.
We must consider what we found on the otie hand, and what we aim at on the other-
We found a whole population agreed together that to//read fluontlj'^, and, if possible, to say by
heart a series of Persian works of which the meaninjc was not understood by the vast majority,
and of which the meaning' when understood was for the most part little calculated to edii’y
the minority, constituted education. I do not wish to ?.j>eak too contemptuously of the Persian
school of instruction. 1 have no right to do ^o. A man must understand the I^crsian
language, and know the Persian literature fur betier than I do, before he presumes t:n
pass on either any very harsh sentence of condemiiation. ]5ut we should not be establishi))«*
schools, if we did not regard some eleinent:ivy educational principles at least as settled. Ajnl
among these principles is this ; first, that what a boy learns as a fact shall be a true fact, and
the Sikhandarnama is a narrative of facts which arc nol^^true; secondly, that a boy shall uiid-r-
stand what ho reads, and nine boys out of ten do not unfe-stand the Bostan. We found then
a whole j)cople wedded to a system diametrically opposed to that which we wish to introduce,
to whom the Urdu language, which we properly wish to make the medium of popular instruc­
tion, Ixjcause it is the nearest approach that exists.to a common vernacular, is utterly incon­
sistent with, and indeed opposed to, the idea of erudition or learning. Urdu is as offensive to a
learned Arabic scholar as vernacular English in connection with learned su]>jects would have
been to a scholar of the age of Erasmus. We found a people ignorant of the geography of
their own province; ignorant that there was such a science as geography, and therefore
prepared to reject geography, as men are inclined to reject whatever is strange to them. We
foand them in the matter of arithmetic divided into two main classes : the Katthnes trained
by long diligent practice to gi*eat skill and quickness in mental arithmetic, but at a loss
directly they got beyond their accustomed proljlems, because unacquainted with scientillc
methods; and the Muhammadans scorning the whole business as quite unwoi'thy of a pcholar
and a gentleman, to say nothing of a true believer. I have said nothin'; of the religion of tlie
Koran taught in so many schools, even schools attended by Hindus, and which tended to malce
so-called education a popular or rather an eneniial institution with th#» Muhamm;idans But iu
short we fovmd popu\at\on with their own idwi of the meanii^g ot edacaiion, and to that idea
thoroughly attached, and to whom our idea of education, being inconsistent with their own,
was thoroixghly distasteful, as to an Asiatic everything is distasteful which is new. Well,
1 am not going to say that in two years our idea has taken them out of the field. It would
be preposterous to say, or for anybody, if it was said, to believe, anything so improbable. ^Ve
have not rudely discarded all the old Pereian books. I should'think it very unwise, and
worse than unwise to do so. But we have greatly limited their number, prohibiting every­
thing which is grosdy indecent on one ground, and every^Mn'^ whi^jh pertains to religion on
another ground, and limiting altogether the time allowed fo’‘ Persian as distinguished from Urdu
studies The progress made is this, that in every tab sili school certainly, and in far the
greater nnmber of village schools, I believe, all boys have learnt, or are learning (what before
they were frequently when their education was finished most ignorant of), the art of reading
and writing their native language; that in every tehsili school there are boys, Muhammadans
as well as Hindus, acquainted with the first four rules of arithmetic, with the rule of three,
and generally with vulgar fractions,—a knowledge which two years ago might have been sought
in vaih in most districts of the Panjab; that in every tahsili school there are boys able to give
an intelligent account of the early Muhammadan invasions of India, and to pass a irood examina-

of the be^t they know decimal fractions, and have read the 1st. or its far |as the first fonr
l>ooks of /Euclid. Now I am not saying that this is a very gre^ amount cf knowledge, but
I thiqk it is fair pro^res^ for two years frona the state of things ] have described.
12. 1 have inspected a school in 1856 57 before t’..e teacher went to the Normal sciiool,
_ , , , and I lhave insi>ected the sam school in is57-5S after the
The effect© t e o m sc oo s. teacher; returns, and have found . very sensible improvement.
Of course six montli^’ tuition will not w6rk wonders, but after al the simple j^^ulcs of arithmetic
and the leading^ fatsts of geography are not very difficult, and an intellilgent teacher soon
learns enough to teajch his Koys on his return a great deal wljich hey did n^Jb know before.
24. In my last! report I stated that the retura of ind^enouf, schools givien in Table C was
confessedly inaccurate ; but tha the .stateriilents contained in
Indigenous sch<)ol8. -j. roneons l»y
reason of imperfefct Investigation, not by reason of exaggeration. ' I cannot say that I regard
the return now si|l:^r|iitted (I'able C) as complete. In fa c t , to compile a pn-fecf- sfa/islicnl record
o f indigenous schoomin the Panjab wotild require a lorrier esinhltshmeM than ours, and one occu­
pied only with that particular business. Jt is not to be supposed that there are\304 more
schools in Jalandhar than there were a year ago, bnt tl'iat a wore minute euquir// has brought
that greater w m h er to light, and the same remark applies to tho dist'ncts of "Siitlkatj Ludhiana
Rawal-Pindee, Jhelum, and Shahpur. Again, it is not be supposed that there arc no Koran
schools in Kohat. 1 have no doubt that evcr^ nioHHjie Isirhni tnog he called a J^tjrau School. On
 ?0

th(! ..ther hand tlie (lecrpiipc ot' imli<;enous schools in districts Amritsar, Hoshiurpur, Gujerat,
Mooltan, Jhan^, and Khs'mgarh is probably genuine, and represents the effect produced the
inlrodiii-tioH of the 1 per cent, mlltuje >fchit<d% The avrraj^e attendance at each of these schools
is 7, which gives an agjijroi'ate average of 4j,736 boys attending indigenous schools of all sorts,
instead o f 4U, 195 of last year.. . ’ ~
!6. In s system the .yield of the l_|g^<!ent, cess of each district was
jVlcMlitiiatioiis ill tlie umkii^ o% afterwardfj expended locally on the establishment of new
viUtiKo scIkx.Is. schools. The most ptopulous villages, ''and^ those in which,
froni their centriealj position the schools wAtild supply the wants of the largest number of the
^^l|lrromuling vttlages, were s tuated as the aites for those new village schools. The teachers
were appointed'on a fixed sjulary of Ks. 5 per mensem. Simple rules were drawn up for their
diiidance> and a' coui-se of st^dy of the nqu^t rudimentary character was prescribed for intro-
djUction in the schools.
17. On assuming ^har^e of this office in Fehniary last I found thatv^his modified system
State of village schools at tbo <^in- was not working4ucce|bsfully. Native subordinates had been
iiu'ucMneiit. careless and injudicicji^ iu their selection of teachers. Many
were selected only for this i^^on—that they were of the satoe creed as the parties appointing
tlieni; men were norainatt|d at the instigation of the p^ple; in short, almost all biul men
selected for any other reaspiiB than their aptitude for the emi)loymcnt. It must, moreover, be
admitted that good m e n s c a r c e l y he obtained on so small a pittance as Rs. 5 per mensem
with no prosi>ect of advancement. I found that for the most part the teachei-s of tiie old
indigenous schools had been selected ; that they were allowed to work upon their own system,
to impart religious in preference to secular instruction, and to conduct their schools heretofore
as in mosques and templjss, and as I found that we revived and upheld the old indigenous
schools, increased the funds of these schools without improving their chai’acter; and, moreover,
that while proclaiming our principle of religious neutrality, and our desire to spread secular
eilucatiou, we did in effect aid to a great extent in propagatiug Muhammadanism; for we paid
the priestly attendants of mosques for teaching the K oi’an. It may be urged that the funcls
expended were not from the treasury of the State, but were collected from the people for the
purpt^se of education, and should be spent in the form of education most desired by themselves..
But the cess was collected for establishing secular schools, and on secular schools only it shoald
W Moveovev, to establish and control schools of a religious character, through lie
agency of this Department, would be in direct contravention of the neutrality ijolicy proclaiined
by Government,
18. Accordingly, with the sanction of your predecessor, I immediately adopted the follow-
Rcfonnatory ineasare adopted for i®? reformatory m easure^
village schools. j ordered all village schools to be removed from thie pre­
cincts of mosques and other buildings of a religious character. Native subordinates assured
me that no other building® were available. J then ordered that the schools should he elottd
rather than be held in av^h buildings. On the issue of this order I found that the buildings
were not only available, but had been procured.
I directed the disuse o f alt books o f a religious character in the schools, and in order to leave
no room for the pretext that secular books were not procurable, I distributed a supply of school-
books, maps, gratuitiously,. among the village schools in every district.
I took measures to secui’e the removal of old and inefficient teachers who had been selected
solely for their priestly merits; and iu order to securie the services of efficient teachers, 1
divided the village school teachers into three grades on Rs. 10, 7 and 5 per mensem, respect­
ively. Thus, while provision has been made for raising the salaries of the most efficient
beyond the small pittance they have heretofore received, a spirit of emulation has been, created
amo»g this class of teachers.
In most distiicts thei-e are large balances to the credit of the 1 per cent, school fund
being the unexpended collection of former years. These balances are now being expended in
defraying the cost o f village school-houaes. Then, while by this oaeasure we are removing any
difficulty that may exist for want of school buildings, we give the people an earnest of our
intention to spend the yield of the cess solely in fulfilment of the purpose for which it wa»:
intended.
19. Such are the measures that have been adopted for improving the village school
Prospects of success in the working system iu the Panjab. These measures have only been
of the new scheme for village schools,introduced within *he last few months. They have therefore
scarcely had as yet sufficient trial to admit of an '^pinion being formed with regard to their
efficac)^ That tliey are popular may be inferred froib thp^ readiness with which teachers attend
the normal school, from the . increased attendance at schools, and from the numerous appli­
ca tion s for the establishment of new schools. T ^ progressive increase in the number of these
s<:ho<ils will be seen in refei-ence to Statement 2. Thei-e are now 2,029 village schools in the
Panjub attt>nded by 26,377 pupils. The amount expended from the yield of the cess during the
year 1858-5‘.) is Rs. l,9.i,0(>2, which would show the average cost of each school to amount to
lU. 91-. It must, however, be borne in mind thvit village schools do not absorb the entire jfield
of ihi I per ceni.cess; dixiwi fixed quotas are paid for office establishment, maintenance of
s<‘hooU sal ries of extra Sub-Deputy Inspectors and supervisors of village schools,
 21
and also towards defraying the cost of publishing the Sirkari Akhhar. Deducting these
charges from the fund, the avera<>:e cost of each school is about Rs. 80 per annum.
* * * * *
21. In addition to these is the lar^e school in the city of Delhi, which is fast approaching
Progress in the cstihlisbuieiit of the standard of a collcj^iate institution, but as this school,
lilla sclioola. thougli organit^ed and controlled by the officers of this Depart­
ment, is maintained fromprivate sources, it has not beon included in the returns of Govern­
ment institutions.
* * * * #
28. Government desires to know what retrenchments can be made in the controlling
Suggestions with regard to rotreiich. establishments of this Departmcirt. On reference <o tne
meuts in ttie art oi controlling estab- Statetneiit No. 1 it wouhl Krst sight apjKJar that the cost of
litbuents. controlling establishments is disproporticniately great as com­
pared with the cost of instruction establishment, the outlay on the fortner being almost twice
the amount expended on the latter. It u)ust, however, be considered that the scheme of
education is yet in its infancy in this province ; scarcely three years have elapsed «inee the
Department was organised, and while it was necessary at starting to eotistitute the controlling
establishments on a complete footing, the establishments for direct instruction are of a slower
growth, and must expand gradually and progressively.
I would here express my belief that more is to be expected for the cause of education
by seconding private efforts than by the direct action of Government. A lack of rupees Judi­
ciously ex))ended on grants-in-aid to private schools will do more for the spread of
knowledge than twice that amount spent directly by the State for the siime purpose.* Govern­
ment schemes are ever the most costly, and Government agencies are always the most exten­
sive. I do not see how, iu carrying out the Government scheme of education in the Panjab,
any very great or tangible retrenchment can be made in the controlling establishment.
Persons unconnected with the service may be secured on smaller emoluments. Doubtless
there are now in England hundreds of gentlemen, trained educationists and scholars who have
iiad the best college education, who are now experiencing the reality that talent in England
is a drug in the market, and who, earning a scanty pittance by undertaking private tutorage and
such like oocupations, would r^idily accept the higher situations in this Department on half
the salaries now paid to the Inspectors. If the proposal to employ persons unconnected with
the service be adopted, I venture to suggest that gentlemen with tastes indicative, and aptitude
for the special work of the Department be secured from England.
* * * * *
80. In connection with the adoption of a general plan of popular education the Supreme
Remnrk on introdnction of a gene- Government desires to know what measure it is propoi^ to
ml plim of popular education. introduce for the elementary education of the people, and the
means by which it is considered tliat the requisite funds may be obtained on this point. I
would observe that the village school system, as modified according to the detailed plan sketched
in paraij^raph 17 of this report, is now in force, and making rapid and successful progress. It
provides for the education of the mass of the people in the three great elements of science—**
reading, writing and arithmetic ; the instruction imparted is of the most rudimentary
character, and one adapted to the requirements of the people. Tliis m tem is very similar
to the system of schools established in the North-Western Provinces. This system does in all
essentials differ little from the Halqua bandee system established in the North-Western
Provinces. I am unable to suggest any improvement or modification. If the system is only
allowed a fair trial, 1 am confident of its success.
With deference and due respect to higher authority, I venture to deprecate the introduc­
tion of the measure above alluded to, which will tend to create diversity in a ^stem the
uniformity of which does at present constitute one of its greatest elements of success. The
expediency of enforcing this special rate of 1 per cent, cess appears to me that nndonbtedly the
cess is 'light, and scarcely felt. The advanta^s given in return for it are great. Nor do I think
«h»t the cess is unpopular, where the people have no^ been consulted^ that is, where they have
been told they must pay it, and it is collected from them. It is unpopular in localities where
the people are promised option in the matter of paying the tax, but when tehsildars with that
amount of gentle persuasion they know so well how to exercise put in the forcible
in collecting the cess it would be free-will offerings.f
41. It may have been mentioned that during the past year Extra Sub-Deputy Inspectors
« r, i B i were appointed to organise village schools. As schools of
^ Xra u - pu y increased in number, it was found that the control
and supervision of these as well as of Government schools
could not be undertaken by Deputy and Sub-Deputy Inspectors in addition to their other
duties; hence it was determined to employ another or lower grade of subordinates to be styled
Kxtoa Sub-Deputy Inspectors, who were to be paid from the yield of the 1 per cent, cess, and

* From tbia ^ncipl»tle'Edac«<4onal Department has persistently departed, till with an expenditare of nearly
16 lakhs in 9882, there ate se«t!|pe(ylfl4,000 popils tinder iiistnietion in OovenuDeni and Aided Scboms in the Panjab.
f Whatit grater eondeanation of our edncattonal system can bo expressed than in the eynieal remarks of the
IMreetor of Pnblieli
Pnblie Instroetion himself P
APP.V1.
 22

to be employed exclusively in the establishment and mana^ment of village schools. Subordi­

nates o£ this class have been entertained and appointed to districts where the number of exist­
ing village schools rendeied their employment desirable^ Thus, the expansion and develop­
ment of tlie machinery has been gradual and progressive, piroved increasing in proportion with
the extension of the operations of the Department.
43. It has been shown that the scheme o f erganmng village schooU was based upon the
principles o f supporting and fostering existing indigenoms schools, tha> it was proposed to
search out these schools and to assist them with pecuniary (aid from the yield-of the 1 per cent,
cess, that thus, partially supported by the State, they K?ould be in a measure amenable to
Goternment rules and Government supervision, and mightt become institutions, where the masu
o f the people could receive instruction o f an elementary but useful character. This scheme,
sound in theory, has failed practically after a trial fo r a ^period of two years afl&r the first in­
troduction of the scheme* The yield of the 1 per cent, eesss in such district was expended in
affoi'ding a^ to the indigenous school of that district, on tlhe understanding that those schools
were still to be mainly maintained by those who had eftcablished them. In many localities,
however, it was found that the people tried to rid thenuselves of the responsibility of main-
taing their own school, and to throw the entire bnrden of tkheir support on the State. In other
localities it was found that the additional funds supplied letd to no improvement of the school.
The teachers r ^ i l y accepted the increase of pay, but they did not fulfil the conditions on
which such increase was allowed; they did not adhere to thie rules prescribed by the Department,
nor did they attempt to adopt the plan of instruction laid down for their schools. Thus all
efforts to develop the standard of indigenous schools failled; th^y continued what they were
at starting-—schools in which the bo^s were taught the Korin dr the Shastur (according as
the teachers were Musulmans or Hindus), and in iM)me cof which a certain amount of secular
instruction fantastic, desultory character was also imp>arted.
44. Attempts to rvkise the standard o f iudigeuout iehoa>ls having proved unsueces^ul, efforts
were made to establish new village schools supported entirely from the yield of the I per cent.
eess,-\ In villages where it was considered desirable tto establish these schools, teachers
were, appointed by the subordinate officers of the Department on fixfsd salaries of Its. 6 each ;
a few simple rules were drawn up for the guidance of the tteachersy^nd a plan of an elementary*
course of instruction was prescribed for adoption in the sdhools. put this modified plan did
not succeed; subordinate oIRcera made bad selections. Instead of appointing the b ^ t quaUfied
teachers, they selected for the most part the old teachers off the indigenous schools, with a view
of meeting the wishes of the people. These old teachers, with small pay and no prospect ot
advancement, did not find the inducement sufficient to malke them follow the scheme prescribed
by Government, they fell back upon their old time»honouited but useless system; so the new
schools became a revival of the old indigenous schools. Moreover, in contravention of the
neutrality principle upon which the operations of the l>epartment are based, these schools
became in too many instances of a religious character. Subordinate officers, especially those of
the Mnhaminndan creed.zealousforthetr faith, and in direct opposition to the rules of the Depart­
ment, appointed as teachers men whose fanatic character rreniiered them unsuitable as s^ular
teachers. Thus it was found that a proportion of th«e village schools were no more or less
than religious institutions, presided over by the rilli^e peetrs or their disciples, conducted with*
in the threshold of mosques, and in which reading the iKoran formed the principal course of
study.
45. Within the Inst few months the system has bceen changed* and a different policy is
now pursued. At starting too great concessions were ma^e for the sake of popularity in oider
to win the people. The schools were mude not what they «ought to have been, nor what it was
desired they should be, but what the people wished thenn to be, and in effect they became
neither useful nor popular. Now, however, the schools hmve been remodelled upon the system
It is desired to introduce. The change was at first unpopuHar, but any people, however ignorant,
if hot deterred by a timorous policy and half measures, will) learn to appreciate what is really
for their good, and the scheme is now becoming populair. All schools have been removed
from mosques.and other buildings of a religious character;, old and inefficient teachers, and those,
too, who were selected st/Iely for their/priestly merits, havce been removed. Provision has been
made for securing the services of efficient teachers by ensuring pro?!pects of advancement;
village school teachers have been di.vided into three grades on salaries of Rs. 5, 7 and
10 per mensem, respectively. Thus, Mrhile provision has been made for raising the salaries
<»f the most efiicient beyond the small pittance they have Iheretofore received, a spirit of emulft*
tion has been created among this class of teachers. Nomnal schools have b^n established for
the special instruction of village school teachers, and no tteacher who has been promoted to the
1st grade will be confirmed in that grade until he has gome through the prescribeds.courae of
study in the normal school. As every teacher must go tthrough a course of instruction in one
of the normal schools, and as these normal schools \will })eriodically examined by the

* Sciirccly a sufficient time fpr tlio fair trial of the policy of t1i« Dewpfttoh of 1864.
t It to me that the points for which I oontcnd have h«en prroved by the Director bliivelf. namely, that the
CcAS wBK, primtirily, rained for the (itpport of indigenoot lehooU j Neondlly, that it waa ^applied to the formation of
Oovcniinctit vitlaxe liehoola, for which thi best indigvnooa mattan weve noi forthcoming, aa haa irinco been aliagvd by
the KdiKutioiml DopaHinetit and, thirdly, that the CeM waa appttad to niora ihowy purpoMi than tba of
the liumble villAge iicbooli tor which it was railed.
 23
Inspector and Director of Public Insttructiou, the qualifications of every teacher will become known
to the superior oHicers of the Department. A useful and rudimentary course of study has been
Y>vQ9 cv\h^iov, and will be sfricUy evtforcedjin village schools. Now that Extra Sub-Deputy
Inspectors have been generally ap]>o)intcd, a stricter supervision will be exercised over the work­
ing of village schools. The unexpended balances of former years, now lying in district trea­
suries to the credit of the villages school fund, are being expended in defraying the cost of
erecting school-houses and in the puirchas^e of school-books for gratuitous distribution. It is
hoped that before the close of the yesar village school-houses will have been erected in numerous
localities in every district, and beifore the expiry of two months a map of the world and rudi­
mentary books on history, geographiy, and arithmetic will be studied in each of nearly two
thousand village schools in the Paiijjab. The present system promises well; it is popular with
the teachers, and through them will! ere long become popular with the \)e<>ple. There are now
existing in the Panjab upwards of 2,000 village schools, attended by 26,377 scholars, in all of
which s c h o o l s tiie boys are taught tlhe three great elehicnts of science—reading, writing and
arithmetic. The number of pupils mttending these schools is steadily on the increase, a sure sign
of their growing popularity.

No. 182, dat(ed Lahore, the 7th September 1859.

From—Director o f Public Imtrtiction, Paujdb,
f o — The Finaafiial Commitinonerf PanJab.
* # * * * * * *
2. 1 propose in the first instancte to review the measures that have been adopted and the
lesmltsthat have been achieved in the operation of the orders
Object of the report. igguied by the Honourable Court of Directors in their despatch
No. 49 of 185i. I shall then proceied to notice the specific points to which attention has been
drawn and upon 'which information is required by the Supreme Government.
9. I have already, both in my annual report and in my memorandum on the constitution
and development of this Department, entered into a full reci-
Plaa operations of the. Depart* connected with the introduction and progress of
th«B scheme of education in the Panjab. In both those docu-
iQents, and anore especially in the lattter, 1 have sketched the plan of operations, have traced the
oburse of action, and have pourtrayeid the results that have been achieved during the brief exist­
ence of this Department. To reeapiitulate what has thus been lately brought in ample detail
before the notice of the Local Goveirnment appears t.o me superfluous. 1 propose^ therefore,
iu this first function of ray present report, to show in brief outline only what it was proposed to
do, what scheme it was desired to iintroduce, what has been done, and with what success. The
scheme has worked on furthering the cause of education in this province. I will enter into
details only when necessary in order to elucidate the statistics appended to this report.
4. The fir>^t step iu the formiatiou of the Department was the appointment of the late
Mir. D. W. Arnold to the post of Director of Public Instruct
DemTtinent of the commencement of 1856. That officer immediately
■ drew up a scheme which provided for the introduction of a
system of education suitable to the nequirements of the Panjab.
6. TAe scAeme tea* based upon iihe principle of making exiiling ii^AigenoHS village tchooh
ikv nucleut of a new improved and organised system. These
and plan of village ichool gckools Were to be search^ out andfostered) t^ey were to be aided
*“ bj/ contributionsfrom the yield o f the 1 per cent, school eess,
and thus, partly supported by-a system of grants-in^aid, they would become in some degree amen-
able OovernmeiU supervision. Thee aim was to be, to secure the introduction and substitution
of Qsefttl and systematic instruction of an elementary character in place of the desultory imprac­
ticable course of study then existing;.
6. At the same time it was pro]posed to open out new sonrces for the provision of instmc-
XVI- u 4 c tiom, and to set up a higher standard than the village school
GovwSLt^hools. comld be expect^ to attain by the establishment of district
Go>vernment institutions supported wholly by the State.
* * * * * * * *
11. Under the provision of the Honourable Court’s despatch the scheme contemplated also
' Orants-in-aid introduction of the system of grants-in-aid^ that is, the
aff(ording ^uniary aid assistance to mission and oiher pri­
vate schools unconnected with Goveirnment institutions.
* * * * * * * *
16. It hat been shown above tlbat the scheme of education was based upon the principle
Beanlto atttndlBg the iutrodnction of nmking the existing ind^enous schools the nucleus of a new
of grMits-ia-aid of indigenont village and improved system. Practically this part cl the scheme has
faiiled. These schools, as they then existed, scarcely deserved
the name; for the most part they oomsisted of iMsemblies of lads oolleotfldjat -tlie thresholds of
moeqaei and temples, and taug^i.l^ the priestly attendaDts to T e p eg t'p M g i§ frdm tbe Kor^n
or Snattnri. lu a few loftahces thiif oourae of itndy may have varied by a little secular
 24,
instruction of a desultory and fantastic character. It was found impossible to elevate the standard
of these schools. The tochers were firmly wedded to their old time-honoured but useless system,
and they adhered to it in all its integrity, readily accenting the additional aid afEorded them
from the yield of the 1 percent, school cess, but quite ignoring the fulfilment of the conditions on
which such aid wa^ granted. They neglected to adhere to the simple rules furnished for their
guidunce, and they failed to introduce the scheme of secular studies proposed by the officers
of this Department. Moreover, those who had originated these schools, as soon as they observed
a prospect of obtaining aid from the yield of the eess, attempted to withhold their own contri*
butions, and to throw the whole burden of support on the village school fund.*
31. The Supreme Government desires the expreSision of an opinion as to the feeling
F^paUr feeling with regard to the natives towards the system of grants-in.aid to schook
^•ton ot graiits-in-aid to mission conducted, by missionaries....It appears to me that natives
•ohooU. generally, in this part of India at least, never give the
subject a thought. Those few who have noticed the system have never raised the least
objection; indeed, some have expressed their astonishment at the moderation of Govehi-
ment-t i do not think that the natives are jealous of missionary efforts. They know that
the avowed object and end of missionary labour is to evangelize, but they associate the
id«i of missionary teaching with that of persuasion and argument, and therefore do not
fear i t ; on the other hand, they would dread any departure from its neutnil policy on the
part of Government....The action of the insuigonts, while passing through Ludiana in
June 1H57, in the destruction of the mission premises in that city, may perhaps be
instanced in proof of hatred of missionaries and missianary ests^lishments. I am not,
however, of opinion that this circumstance can be adduced as showing special animosity
against missionaries. The mission premises were unprotected and the insurgents destroyed
wherever they felt that destruction was sure. Their desire was to be rid of us and to destroy
the landmarks of our dominion. They had a general hatred, and a will for general destruction.
* * * * * * * * * * * * * *
83. The spread of education may have been one among other predisposing causer that
The introdDction of measnras for to the calttinitous evei»ts of 1867. If it was so, itspri-
edacating the people, how far counecM mary influence for evil was limited, except upon the minds*
with the dis^rbanccs of 1857. j^e few whose, inter^ts were directly o p p o ^ to its intro­
duction. Any apprehension or idarm that may ha;ve been excited in the minds o f the mass
of the people was superficial, and was awakened not before, but after, the breaking-out of the
ilame of rebellion....The priesthood fear that popular education will dispel popular igno­
rance and supei'stition, free the people from the jtW ld o m of priestcraft, and so remove the
guiles of the priestho^. Thus, therefoi'e, the priestjs, wilfully misconstruing the intentions
of the Government, have found, in the introduction of education, a weapon which they
have skilfully ufcA to fan the flame of rebellion, and excite popular fears, oy propagating
the delusion that tlie introduction of educatioii was a design on the part of the British Govern­
ment forcibly to convert the people^. 1 he delusion was readily seized and turned to account
by rebel chiefs whose proclamations teemed with appeals to religious feelings. In several of
these proclamations it has been declared that the Government measures for the spread o f
education were direct attempts to convert the youths of the land. The measures adopted by
Government are strictly neutral, and are not in themselves in any way calculated to excite
suspicion or to cause alarm. If there is cause for alarm, it is, in my opinion, in the too o ft
reiterated assurance of the neutral policy of the Government. I think that on this subject
there cannot be too much reliance on its actions only ; let the Government prove the neutrality
of its policy. The p^ple will judge by their own sad experience and by the traditions of
native dynasties; in spite of all we may say to the contrary, the people will never believe that
it is not our intention to interfere with their religion, and our attempts to assure them by
the most direct declaration of neutrality only excites suspicion, and the doubt that mere assertion
is the mask under which we hide contrary purj^ses. I repeat that nothing need be said, but
everything should be done, to prove our neutrality.
I have already observed that the few natives who trouble IhemselveiS to think about the
system of grants-in-aid for mission schools are astonished at the extreme moderation of
Government in affording such really nominal assistance to this class of schools. 1 have shown
that the sum expended by Government in gi’ants-in-aid to mission schools is under 4 per cent,
of the whole outlay incurred by the State in furthering the cause of education in the Panjab.
I do think that, without any controversion of the principles of neutrality, and without disturb*
ing the confidence that may be felt in the non-agsrressive spirit of the Government, much
more might be done, and ought to be done, by the State in the way of supporting mission

• Of course, they did so, as thny saw that the Educational Department interfer^ with the religions instmction
jjivcn in these scliools, in contravention to the dechmMl policy of (ioremment, and secular subjects of instruction
«vcre force<l on these schools, the usefulness ox which was not then, and is not now, clear U* the agricqltnral, the
trading and the “ learned ” clusscs of the community and is, even now, only appreciated by those anxious for Govern­
ment cmi»loyracnt.
t Moderate indeed, is the aid affordc<l to mission schools in the Pttnjab. Hie aggregate of these grsuts is within
4 per coht. of the whole annnal outlay incurred by tho State for the spread of education.
X This accusation is really opposed to fact, though there can be no doubt that the action of the ■Bdneatfonal lie*
p!irtm<!nt as rc;r»rds indigenous schools mi|;ht h«T6 given a plamible weapon into the bauds of agitators, and «Im
>»iiiu “ di!i|><>sMt.■^s(.1l ” tcuchers joined the ranks of llie nratinucn.
 25
schools by tlie iaereasc oE grants-in-aid. It is surely the prerogative of the ruling race to coun-
tenaace and support its own religion. While we are undoing (endorsing ?) the acts of natives by
largely upholding in popularity the alienations they have in this kind made from the* revenue
of the Stat6 for the support of their owu religion, we do little oi nothing to further the cause
of our own faith. I advocate a large increme to existing grants given in aid of mission schools,
and the extension of the system wherever practicable. The ostensible object of the missionary
student is to evangelize, but, setting aside this consideration, it must be acknowledged that
they do much towards raising the moral, intellectual and physical condition of the people,
and on this account therefore they deserve additional support from the State. It has been
urged that while by the spread of education and the introduction of Western science and
learning into India, we lead its people to throw off their own faith, we are bound to give
them facilities for acquiring a knowledge of the true faith. Yes, but we ought not to thrust
these facilities upon them against their will, and lu contravention of the oft-proclaimed prin­
ciple of neutrality, by the introduction of religious teaching into our secular schools as it has
Ijeen proposed that we should do. Bather place these witliin their reach, and leave to them th«
(jption of their acceptance j and this we can do, and ought to do, by rendering increased aid to
the missionary institutions. Such a course is not opposed to the principles of neutrality; nor is
it calculated to excite the least apprehension or create any doubt in the minds of the people.
It is the prerogative of the dominant power; it coaforms with the usages of natives, and it is
the duty of a Christian Government.
To conclude, it has been said that in the neutrality of the Government lies the hope of
the missionaries, and it may be added that to the labour of the missionaries must we look for
evangelical success. Attempts, therefore, to depart from the terms of our neutrality would
obstruct, rather than promote, Christianity. The introduction of the Bibles into Government
schools would be opposed to the principles of strict neutrality, and opposed also to the terms of
the proclamation issued by Her Majesty the Queen on her assumption of the direct Govern-
luent of India. I am of opinion, therefore, that those who recommend the introduction of the
Bible into (rovernment schools would render the least effectual service to the cause that every
Christian mi^t have at heart. If they would cease to urge the adoption of a measure that
the Government cannot, neither on the grounds of justice or expediency, carry into effect, aud
that they would turn their attention to aiding more vigorously the labour of missionai'ies.
Let the people of England establish new m.issions, and let the Govetnment covmtenanee and
support missionary efforts more effectually than it has hitherto done, and then the cause of
Christianity will progress more rapidly, more surely, and with less offence than would be the
case if even we continue fully to discuss measures which are opposed to the principle of
neutrality.

S d b, National Systems Unit,

National Institute of Edueitiottftl
Pbrtiins? and Amirtstfatiott
17-E Au
D OC.
Date
 APPENDIX VII.

A COLLECTION OF SPECIMSNS OF COMMERCIAL AND OTHER ALPHABETS

AND HANDWRITINGS AS ALSO OF MULTIPLICATION TABLES
* CURRENT IN VARIOUS PARTS OF THE PANJAB» SIN D AN D
THE NORTH .WEST PROVINCES.

PART A.
 LIST OF CONTENTS*
INTSODVCIORT.
Sir !.—I.~Kaines of Idttonof the Thalnri AlpUbci. II. H m M MmM, HI. V «M H li l l
Thakuri, Lande, Ni^pi Md ▲»!»«.
IV .— Thakari and Sarafi compared with Kaithi, Land^ IVagMi » 4
8 n 2.— Eonun, Qarmttkhi and N a ^ i alphabeti eonpartid w i* tttrta kiiidi o f oi^lBigr
liAod^ Patiala-Lande, lAQde^Samfi, Delhi<43amfi, 3%alnai m 4 0M ri.
Srr 8.—Hindi Numeralu and laktw* oomparing Taiiotts kinds of Itiwdt awai aad KtttMi
Set 4.— I.~Tablo of Interest in Rawai^ndi Land^i.
IL — Pahara or Multiplication Tabl0 Rawal^ndL
III.— Letter in the Rawalpindi Mahajant (f) e h a r a ^ , ««1 M ttw U m I
IV.— ^Table of Land measuremenl.
V.— Letter in the Rawalpindi Baity*^ ehftiMter
V I.— Specimen of a Hundi.
VII.— Moltiplication Tablv b j 1 , 1|, 4|.
n i l . — Bate Table.
1X>— Fractional MuUiplioaiieii TUUa
X.— Substractiou.
YX.— Division.
XII.—Addition.
X III.— MultiplicatioB.
X IV — Letter, in Local « PtojaW.’ *
XV.— Banya letter*.
XVI.— Name* in Banya letteiPi.
8 i r 5.— MoltipUoatiuu Table from 1 to 40 (fm n Shahpnr) Prsatiewd m ifc

CONTKNTS OP PABT A.
Arora Laade need in Siad .,. ... ... ... ...
Banja Lande nsed in Sirta, Hi«ar, Ae.
Bhawalpaii ns^ in l^walpnr ... ...
Biaati J^nde, uiied bj Mnhamiradan m«rohantain t i i e ...
Kaithi used in Oudk, the Korth*Westem Provineea and Upp«r Bettgfd ...
Karabi Lande nied by Banyas in Sittd < ... ...
Kboja Land« uted by eoBucha in the wrvice of Native StatM ...
liMtiawasi Lande need in Fiiidi Bhatian, Ghttnia, &e. ... ... ...
.Iiaada med in 8«alk^ Wanrabad, Isc. ... .«* ...
MurWari nsed in Bajpntana by Marvaries and ta«ders generdlj •••
llarwan mixed with Mrai, n ^ in Ajoir, JtyMr, Ae. ... ... •••
Xiidia (Lande) «sed in Oodb, Oarhwal, and Towns in,tbe Korth*W«tlini PreviiMt
Allahabad ••• ••• ^ ••• •••’ «*•
Hnltani Lands nsed in Multan and adjoining Towns
Mwria used by merehants in Bohar and beoait»», ...
Pan^t n«ed ia Bhera Khoahab, Ac. .. ... ...
BiM Laada aaed by Banlms in tlie Panjab and Sind ...
Saraft assd hy Bankers in the North-West ProvtnM and Ondh
Harika used la the l>«i(|afc of the Panjab *** ***
flhikarpu^ used in Upper 8hid ... .» ... I.. ...
Sindt used in Sind .... ... ...
Tbul nsed in the INwajalaf tiie Biajah. ... ... •*«
Tbakari or Thaakii asad ia Kaagra aad (with aMW atodilMeas) ftt Mi
Bukeyt
MahMattl asased ia JshsAar ...‘ ... m. ...
Ifahsjaiti of Aait»U ••• «•« - ■•••
ICynathdiThaluiriwithlhtiignatara'of ^
Land# oflalaadhiir ... ... ...
lMd« lettsriiraim Jalandhar
Jalandhar Lauda AlphabH (ftm M i l } M Alfhahrt aad Vahi^ai AlfM al.
MftIebrKotU Unda» Xahajaal<liltft«Md>aiidi 8afdl ...
LandaafPehmObaslEhair^^. ... ... ...
Litada Mad hy Nativa Kahalaa* af 8lna aad hy Oswat Mahajaas al Siiaa
Names and maaaiaft of thalMlm at thaUndaAlphihei ...
Table shoving thavaHmis^lAu^ls iiaad ia HithlU ...
** For a hiBto» <rfUndih MaluUwi aad SahUI. tofslhsr wMi aa assonat of Mahajsal
MpsM m>«ltha «• &trodaottoa ’• tol^M lasc^ *• Bgii^Tadtosaaai Kdiuatkm NTlSa__ _
S7to«et FarlLoritet Hlrtoty. t^alwAdaiaflad asseaat al Mshsisal tsat bashs iafliiiril
work. ■ ^
K UST 01* CONTENTS.

PABT B.
8n 1.—Compariwm of diffemt kinds of Lande with official Bogri.
te t S.—^p«eimens of 1. Gurtnukhi, If. Nngri and III. Sanscrit.
8n 8.—I. Sialkot Mahajani'Lande^ II. Mahajaui-Do^re, III. Amritsar Landc, IT. Amritaur Bany*
oharacten, V. charactera used the Bikauiria in Amritsar, VI. specimon of Landas,
TII. differs from Kamal MahajanI, VIIL Tara Tainui (Distriot Amritsar), spacimen of
Lande, Sarafi, Lande-Tbakari,
fis t 4.~^Mabajani vsied in Hohtak, I. Bohtak Sam6.
8sr d^Mahajani and SamS used in the Delhi,- Karnal and Gargaoa Diftricts, I. Delhi HahiriaQt,
II Delhi Sama, III. Gargaon, IV. Gtti^^n Current Mahajani writing, V. G iu g ^ luUia*
jani; VI. Kamal ; Vll Karnid MaliajanL
Bn 6.—Landes used in the Mnltan, Jhang, Montgomery and MuzaflGugarh Districta.
I.—MassanThana District).
lI.'~Jhang Dixtiict.
III.—Lande Uch (Jhaug District).
IV.—Mon^mei^.
V.—Multan Lande.
TL^Lande lettera used in UuUm .
VU.—Lande.
Till.—Sana.
te «wd in the Sin^ and I^idhiana Diatriets.
I.~>Th/utari or Tankri charaotera used in Simla,
fev 8.-»lIeriDautik <^araot«ra vae<l in the Lahore, Onjranwala and flrozpnr Districts, I. Gtyranwala,
II. another kind nsad at Gnjranwala, III. uande, IV. Iddiore, y. Lahore, (another kii^),
VI. Lahore (another kind) VII. Lahore (another kind). VIII Lahore (another kind).
•nr 9.—Laade>Thakari and Samfi dtametMs used in the Hnshiarpur and Kanfra Districts, I. Thakari
naed in Kaii^m, lI.Hwluaip ar*Landea, Sarafi and Thakari, III. Lande used in Jejun,
Distriot fittshia^or, IV. Lande, II. used in Jrjun, V. Lando, III. used in Jejun villafB,
Mahilpnr Thanfu
8bt 10.—Multiplieation Table and different kinds of Landes used in the Gtgrat, Shahpur and Bawal*
pindt Districts. I. Bawalpindi, II. Rawalpindi, III. Lande of Biiera, Shahpur, IV. pmde
■of Gajrat, V. Mult^cation Table* VI. Oiyrati-lCahiyani, VII. Dinga, Gujrat Distoict.
 /
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' « ' X t » 3 ^V\p £ irn vf j o ' f A " ri» ^

tJ® ^ ? n * ^ 0 * 5 -

y f ' yT^Ty ) »55Ti 7 ^ ^ ^ ^ ^ ‘

w ;> » ^ ^ X ' ^ r t ^ a ,T » -c ^ 5

' n c T > - / 5 r j » H :> 3 m n ^

3 < / 3 «> V '> r p - ‘V t t ?

£ .:> 'y > ^ c /A . If* c> ^ i n

 2 9
JaU anM ar

La nde Jjlphaiei

«h ^ ^ ^ (rt

L urtcte n

•) * * *> # <^ f< O 3, J / f 1 t ? / f l 'r ?J7 / r f r>7 a

€ 9l

S c c r ^ f^ a lp h a b e t
«

'

^ a/ u ^ n i a ^ h a d et

? K - » * h / » ///? < ;> t f J ^ £1*1 h , t > ,m s " ^ C - >

? //
So
L andt oifM alekr RotUi

M a h y n ii^ m c itM l)

3 9 «4 »i?l 71 *11*11

t /> V i? * 2 > 1 1 4 1 K T U t L ^ t - ^ - i - l X I H

Q S .^ .6 -
#
jt^ !^ < J jj^ ^ (^ jT ^ {^ g e n e r a / ^ x u e d )

'^ y ^ P » \ \ e n 8 0 i< i i^ ^ V 9 ^ $ e C » 'n

 SI
L cfn d c o f I)em C h d ^ K ficu
32
J ^ n d e u sed hy JYcUw^ M ahu^an^a o f 3i^&a

& M ?) c c ^ j> yY ) o ^

> > 9 '? ') /^ ^ :> ) e ^ \ f o

‘’ n

<S~V 7 k n : >

V 7 -V < ?> 6 'n ''.y

Letters used by Osndl MoJbjyaiis ofStTSa

h r z T T T T iF T n r r ^ T ? ^

^ c '< n h h . & T i> h l a /

^ / < S ) \ ' H ' ^ \ ^ l ^ l H l

 3*5
V a rn e s a n d J i n c a iu r L q ^ o f t/fc h tte h o f

Uw L a if t d e a lp h a b e t
f-fe<^dTR t o f 'Wordtlliu^traAri^ JVTearuaa
n:i ^ U thr mirrw ofl^er
*x ^ K aJ tA d ^ lu b rra J Iu jiyy -b acKeti.
K kaM '/ta likcU /rt <^?
M 37 O o jj^ a i}w cLiit//a Cowherd.
UA Q /loc^j^cc. G hir ftou PC tchjar :Q ,LfI i f O ki.
^ ^ JV*anrLO. JV'uttU ^ ^ cir^ cfh Ivcj/lu t^ g la ^ .
^ ChajdichjuL ChiLckal^ob Bea/1 c<L
^ 31 ChJwLckchha Chhadaxri/a. Conkctiontrs iray.
> J cy jo . J o j^ d i fJam niLi
^ ^ Jho^jO' Jhjot..r flL. d tr t SfiruM
4 ^ ToLtt/^ pu rrV I /a lf a b a f o f bread
t O n e a r id a (^fj fu tfr if f /jrcai/
^ T haJt^^^ ^S cL hvdipiu.rc
^ ^ p c x ji^ ^ IJ o lv ^•caJ3,t/h D o ilb k t ijlo t
® D hcL dx^jci D / iori^ cu r^ qj/ fju
^ ^ Jhe Tuv iSa^^&^/.C5.
3 ^ X a tt^ TanL
r^LCLt^ui T /lA ll
^ DcLd<ld, Dai 'H cu f oigrcu jh ,
^ ^ Dhcid-cla Dhxiri-jilcaiuift D oudle botr^
PajD-pa Par}'ari/cil
a> ^ Ptutppha Fh^A'Jilhart
Ba2>dd JBtrudd
^ JBhaijlKi B/idrJla IHonx:ha
^ ^ Jifarnrnja Jfachhrmmrara To iwuit TTiovLsiajckts
^ T Rarou Jidfn KaUdrd Da^^cr.
^ ^ jLal^ld ZatthJ^
^ 5 i^ma. BaicU ffdhra Dotted
^ SCLSSCL. * Tercut J l spool
^ ^ J fd / ia , Btm/i
J* ^ J^habba. JBtndl Rxurd
^ f t *: Ulti Sod/l }7U OJt
^ ^ U. , ^ Mtm/trrwrre a The rrwatk -rnvuidi^^U ?
io d tu rh i a

T^U above {fitters are fHrst iaa^fit. but m the rdla^c.^ mort^fiidkas
icacfi only the.se tetters. butt rtjoi the trord& <juided to ^cm..

^ Tht name irdvrs tofke fvrni ott/yr Utkr

Table slwrint^ the varwus al/j/ldSds used ifiMithila

The ttmi^votreZ Z7is6 iw i^usedi^& i/ct^ki. iru wri^y^

Maithili-'iihtvovtd Ibem^whfi&M
 APFENDIX VII.

A. COLLEOTION OF SPECIMENTS OF COMMERCIAL AND OTHER ALPHABETS

AND HANDWRITINGS ASS ALSO OF MULTIPLICATION TABLES
CURRENT IN VARIOUS! PARTS OF THE PANJAB, SIND AJ^D
THE NORITH WEST PROVINCES.

B>ART B
 ComfiaTKon. of d iffe re n t K in d s of L c tm le w U ft G v u -m tiH fii a /u l A 'c u ^ ri

\
/JOp\1
fysttf^-uds Gur/nriJtSu Mcofn> SetraA hand^ Lctftejk I. L uncjk 11 .Larufe'iiT La rvd c IV L*anxie Y d q y rc .M ^ ■
Maftaja ’777/
1
X /

\ % c o r
B 6 1

t H f m M
1 \ 1/

r r I < r
1 X r /

y ) v\ V 7
y> V
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}
1
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1

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^

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c n )i f) » Jy
I ^ w 1 t^
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-f

to •0 V V y
tfi i/ V
Sc? ____ j
31
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V< SI
I
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in t) J? h /» ti
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t: A 'i A
let -b <w •*•
Cus 12. ISL
r £ E i ^ \ 1! £ *

3 i/9 lit o>:

T (ft X \ 3L
' * ( '

f ? J^ ft
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O c Q c 2 S\
1
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2T c/ «( (J
3 *H 3« JO s§
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tj £ f i f
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I G u f n m J ih i

X l ^ W U 3 % i '5 W ^ '5 P K ^ t ^ ^ '3 T ? v '^

t ^ ^ ar a V H « \ [ % if^ l> r 7 v
s*€ t 3 3 ^ T W m 'U | T 'W W w

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9 « n ? ^

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q iS W D
 JJI S c m s c r ^ -

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< n m v i6 r q n i m n 9 9 i[^ ^ V
 / SeaOtoi
M a h jy'a iu .

^ o !/ JSj P j J|

'^ T » - 3 j \ 'h n /

-n 7 j j ^ ^

» * < ? ? ? < ; R 3 ^ ? a ^ p ^ j . » 9 ^
M L arude c/turac6rs of Jhnriiaar

yy Hcuuei cikGur€(ckr& o f Jfnirit&ar

ni < /t /V V*^

^ ^
 \JChanuio's of the fftcaneris tn JbtvUsar

\n M 'l n T O l v k .

e A u rt ^

■¥ ^ 9 -)X « . « n .

i < r t ^ in Q

a > ?

VLSpteunm tf Landas VnJ)(ff^sfi«miEartuiI

M ah a^ aM

3 : Q £n»irim

'H '. < j j i 5 -J? in o ^ T y

M '. € fil ^ ■ '■ ■ »

V V. y jT e »
C ^ r " - ^ - ;i " ^ ..........
3 ^ r 0 ^
 Tcukux ' t ar a n JJi i t r i ct ^/rc/u'sccr

yUH ^jfeeanen of Lccruic

Z a rra ^

L (X r u ^
^ ^ 7 l '> ) S h ‘ T s j , U ^ '^

v > n > > -^ ^ s y i j > v w \ '

2 ^ Sjtocvrner^ <o f
L a itd e

'^ A , e — > v .o ^

a > ? a / 7 . 2 . > » ^ 2 £ ^ > r 5 ; > y '^ . ' y

.r '
’■- e
L ci/ i(^ ^ ctrJ tk xy*i

L a n jo h ofm n ^ lk
5 * ‘2 . 1 1><
I t in d
 l^ a h iija n i used tn /ia?tiaA

I RohtoJt-' ScvraR

h C P 'C 's : y i f l t . f ^ ' ^ ' 7

%, 3 $ ^ J h c c n ^ 3 - ^ 3 ^ 3 '
 SdM S
Makojant and Scorra/i vsed m tkt VehlJ,Kctrna.C
cufid Gmr^fiwn D istr i^

J.JDehh Mtzhtyemx

UJ)thU Surrafi
 n i G iw ycw "

^ f9 * -4 \ ^ y » } ^

. y io p '

-S T a c f^

TT<-

iV G u iy a io n .
<3amn^ Mthyatu Idkr writing
 V .G ur^cti/m > J B oA j^ cru t

S i r "
1 ^ . ' ^ .. ,.

^ Z Z l!£ 5 j 2 2 t f C j- !i£ Z £ jl^ ^

c ‘j v n c ^ ^ y -r f c i^ is ^ ^ ~ ~

vm «rrru (U

^ u r n c e l jM T cth<cl,
^ am

CO ■> 'n r > j? ' c c ^ > i O = *

 S e U (o S
Landas used Or Vie MfuuifoM e T h a n g M u y a fijrr^aih
'Di'iiricts

- Waesan thdna,
'■Jfhan^ D isirict
 y
J u.
>Tf
X JyJ 1; 9J r
Y J'^t Oi- t
*
>
J W' J
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V & V %
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tv t> K c? J
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C to
/ JH

:K , > ,*r" . w\ 1

W (Jv JPisj^ J k e m ^

r J " J

hJ v»/) J / /

4 Af

y i: -r " ^ t

% tr J V il/

>
5. t Oj V i

V n - f$ ' U
'*‘ 4 ’
<• ¥ j ^

I t* # IV / 15 <:t:
 #

J % </ h- 1 •y it

W Af$ct0ii
 I v n i r (/s^d4^'7n 4/t/iY aJ7

Li
• •*

(r )J ,
i* 3

it ^

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> /

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u-
I
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6
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 t/ 7 / L cm d e

2 * T fW % ? n S X ~ W lR K ^

yr i r ^ y y i > '\

y ffi^ o r r a ft

< \ .v r> f a Y y - 'W 'V 'V

< n ^ 'b '^ » ) o Y 5 'A ^ V 'j j ? > v v v . y r o v T jW

ayv- ^ V T A '» \ ^ ^
 S etJ q /

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la n J O rt c h u T (u c k r u .% cdm S im la

^ ^ ' o9r

s y r r 3 » ^ = » f? P ^ ’ ^ ^ " ^ ’

9 ' '
 (3

.?

i<
 V f < fyj VI u y 5

\sf l /" V /

r 0 t. ?

>>

3 ♦i f J

i u
ft I-.

n It i J*' •!

f4
 Sd-JVgS
MercxjmHk diaraztcrs

Ihed in the Lah^n Gujman'<tlni. and ftrotfvr

J G o y ra m a U t

yj'^vi(L,(o S v V <p pec

^ H G u jta tlv r a la

^ l ^ c o
^ M V c ii^ A (
^ Z 4 M '
^ i ^
i
■ S i/ tttru ie

t 7 'h M "- ^ 'h h <r^ ^ 3

V V '- X <nn t y <v H H

^ V > 2 / *1 ^ ^ ^ o -> -

W
 JtLoJi'.ore

Vl p O O ^

r n jy f £ Y 2, 3 > u o • / y 0 jg

> V 3 ^ c ^ 3 ^

o> f) M 4 < 4 3 '

^ ‘0 ’ - ..
rZwhorf

»w

m»
t i l V \ \ '

V ^ i '

\ \ \ \ U i y \ y
v n tt
y \ H
i*^ n v iv
p*\\7W ’ V
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\ * -^ y
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 flLcBltOTP.

\ Y o V ir jll V | 0 9 ^ 1

MO ) ^ X ^ '»

M ^ 3 5 A ^ y

>^4

> > r r ^ '

% 7J k^

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 iJ in Z a h orfi

-7. ^ ^ ^

A ^ > tT A ^

A ^ ^ 4 / ^ A -y f o r>^ ^

VMLahore

rf
 SerN tS
I d in d c , r h a M ir t an d Seaviichuinchrs
a s e d m th e J ia s ih y a rp a r a n d ' S a n d ra D is t r ic t s

J-TiiRri ietkns used in Ranffla hdh

^ 3 u b sl}^ a rp u rt

Lmride Bara/i ’lahcin

Landa

< jr n ^ b fr Tahctri

JhJictn

^ oo n o
Sarai

B>on^ <D

^ ‘f o<5<3 0

Zande
 J ff i a o n d e IS u sed m Jg u n D is ir ic i

Ifa sh fx r/ n x r

4 Jk
4S!Sf^> &
J ii m
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n //
fW| *4
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IC ,
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u hx V

M 29 L 3
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i,U s> oV/ \i»l

iT
 . V V. Mun H>uhyarpur

M * 4

^ tn 2 / t ^ ^

6 ^ (3 S J ^ ' " " '

e i< 1 t f ;j i ^

4i ^ \4 ^ i

^ *^ . t* »/ C /t '/ *^'' ‘' ^

<>:> ^ i ^' * ^ ->“ i: ^

m 9 fj ^h F } S ^ A
‘ < i^ t' i y ,t T <:^ i-

P f p f j P i v) o
4<L
J*» j

« -, h ^
/^ ■*
i t *
 ^Landel used m Jyiun Distrixt Mvt:^^Tj)ur

VJ^un vtUage Mahi^ur jfhana ffmh^at'jjurJ?istrict

^ ^ ^ > 7 t /f W
to a. Xj &,

is^ j ^ r i, ^ ^ ti, 7

t > - ^ a , o i

W vl' i f ^ i I,
^ ^ i A c u 3 ^
fJ :^- -. If'.
f. Uf ?, £ / l^ . J I’i .I fk ,>

^ 3 c j ? \

U> I’ P //> t / 'J

^ r y f / ^
r*^ ^ if- /{ /A

-< 7 W £ ^ l ) ~
 fictJSfOJO
MuMi/jltca^n IM e and differeM JSindsoUandtis
used tn Ifu Qujmt, ShahfMr, and J ta m /fm d i Districts

/
J . T it t n 'a ljim a i

^ ^ ^ 3 < 4 c y ^ Gf ^ (6 %

9 ^ ^ ) j i /V ) 1 ^ ____________________

-^ (R ^ tw cU p iru R t

% / ^ ^ <^<9 M f

3
 d c o f B h a -o - S h * jh p a r( s e e m ^ o m cw h n td tffero d ]
m u (^fi

o^ ^ g y x f < 1 / Y '^ ^

jv ^ ic tn d c o f O tyrcU

( f ' >v7 <r v5 > *f

-x^ V y ’ <P 1
Y c 6 Y tT v f
^ /> 1 * t( Cf y ^ ^

G V " I ^ i

<)l i? l 3 » S; il Cl
ii y/ 1*1 ;?• 3^ ;? 2 ^ * '
 ij^
K ])fidb^licatiorb Tabic

t i l A
t ^ ^ t Y V
X I X *1
XX V l i e
i 1 i I i i 0
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1 f ^ 1
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t ) .A

i t t ? 1 1
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VHBSSSSBBER9BSBBSS9SB8SS&&&SS5SSSI

•m 9l

n r z ill^ I

)(jLn\yZ
hn'i,7l
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tifft nh ^ t

n I “f ^
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f i n I) I h I U £ M 1

*; III ^

H ^ lr I I I n JL II ^ Y
ifLn'ytl
7 \ n l t l I ill I
n '^ i » I % t * * ? l <1V I
« Ir U T. X
 v r

1. 1{ 11 HU \1 t)V 5 t ?M^;>ll « U t*^i/

X 7 n *t 1 % A (1 ^ « T»'^ ^ /(

^ II ^11 5 17UCX!} a n t ^ ? /»

y in \i> tiT ill J M t «» VV2H t» l< »

^ X i> \Zll i?(i V '^ ^ /; t^^i»

XI

i 7^f t ') x ttn ir i y 1 ^ ift t 'i

2 t
p 9. I ' l t ^ l i t> ^1' 'ip ^11 i> f> V-> A M t V / i

^ 2 1) ^ 9 ifi
iL 2 ,\ \ i^

P K |f ^ i ^ % u i^ f/ i V « ^ « n li:^ »

Z « III H4 X« 6
 ( O u / ra iL M a / ty a jd j

Sub. National Systems Unit,

National Institute of Educational
Pl-'nnirirf ;‘nd A mi^^i-^tration
17-3.S.;.Ai; c.ivAo Marg.NcwDelhi-UOOK
...........•■••■.................. 7
Date

6 c /t ^ <\ (, 4
4 r? A

«T l U 3 / ^ 1^ . ? U' 6 > i.

c ^ ^ h “

>!> < 0 ^ ^ ^

i u y t< <-5 I
#

r >1 t-
'^'EPADc

Doiss;